Parent training for Attention-Deficit Hyperactivity Disorder: Parental and child outcome

Weinberg, Harvey A.

doi:10.1002/(sici)1097-4679(199907)55:7<907::aid-jclp11>3.0.co;2-3

Cited by 36 publications

(6 citation statements)

References 13 publications

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“…PFC was delivered to six sequential cohorts of parent groups ranging in size from four to six parents, which is typical of group-based parent-training groups for ADHD (e.g., Weinberg, 1999). Therapists employed the treatment manual described by Mikami, Lerner, et al (2010).…”

Section: Methodsmentioning

confidence: 99%

The Alliance in a Friendship Coaching Intervention for Parents of Children With ADHD

Lerner¹,

Mikami²,

McLeod³

2011

Behavior Therapy

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The alliance between parent and therapist was observed in a group-based parent-training intervention to improve social competency among children with attention-deficit/hyperactivity disorder (ADHD). The intervention, called Parental Friendship Coaching (PFC), was delivered to 32 parents in small groups as part of a randomized clinical trial. PFC was delivered in eight, 90-minute sessions to parents; there was no child treatment component. Observed parent–therapist alliance recorded among 27 of the parents was measured using the Therapy Process Observational Coding System—Alliance scale (TPOCS-A; McLeod, 2005). Early alliance and change in alliance over time predicted improvements in several parenting behaviors and child outcomes, including peer sociometrics in a lab-based playgroup. These preliminary findings lend support to the importance of examining the parent–therapist alliance in parent-training groups for youth social and behavioral problems.

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Section: Methodsmentioning

confidence: 99%

The Alliance in a Friendship Coaching Intervention for Parents of Children With ADHD

Lerner¹,

Mikami²,

McLeod³

2011

Behavior Therapy

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“…Following treatment, children have shown improvements in problematic behavior and increased compliance at both home and school. Specific post-treatment improvements in parental functioning include decreased parenting stress, family chaos, negative and ineffective parenting, as well as increased parental efficacy, improvement in parental attitudes and disciplinary practices, and enhanced parenting self-esteem (Anastopoulos, Shelton, DuPaul, & Guevremont, 1993;Daly et al, 2007;Gerdes, Haack, & Schneider, 2012;Loren et al, 2015;MTA Cooperative Group, 1999a,b;Molina, et al, 2009;Weinberg, 1999).…”

Section: Psychosocial Treatments For Youth With Adhdmentioning

confidence: 99%

Program for the Education and Enrichment of Relational Skills: Parental Outcomes With an ADHD Sample

Gonring

Gerdes

Gardner³

2017

Child & Family Behavior Therapy

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The goal of the current study was to examine the effect of PEERS®, a 14-week parent-assisted friendship-building program for adolescents with ADHD, on parental functioning, quality of the parent-adolescent relationship, and family functioning. Participants included 25 parents (19 mothers, 6 fathers) of adolescents with ADHD. Families completed the Program for the Education and Enrichment of Relational Skills (PEERS®; Laugeson & Frankel, 2010). Measures of parenting stress, parental efficacy, parent-adolescent communication, parent-adolescent involvement, causal attributions for negative social interactions, and family chaos were completed by parents at pre and posttreatment. Parents demonstrated statistically significant improvements in parenting stress and parent-adolescent communication and marginally statistically significant improvement in parental efficacy. Parents also demonstrated statistically reliable change in measures of parenting stress, parent-adolescent communication, parent-adolescent involvement, and family chaos. Overall, these findings demonstrate the benefit of PEERS® at improving parental functioning, quality of the parent-adolescent relationship, and family functioning for families of adolescents with ADHD.

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“…Measures that assess knowledge of parenting practices are useful in predicting parenting dysfunction, nurturance, confidence, and child behavior (Winter, Morawska, & Sanders, 2012). Parental knowledge of parenting practices may also be sensitive to treatment effects as parents who complete psychosocial interventions have better knowledge of parenting principles (Weinberg, 1999). However, these increases in knowledge are often not accompanied by enhancements in one’s own parenting practices (Hechtman et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Parental Homework Completion and Treatment Knowledge During Group Parent–Child Interaction Therapy

Ros

Graziano

Hart

2017

Journal of Early Intervention

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The purpose of this study was to examine how parental homework completion, session attendance, and treatment knowledge influenced parenting practices and confidence in using learned skills during behavioral parent training (BPT). Parents of 54 preschoolers (M age = 5.07, 82% Hispanic/Latino) with externalizing behavior problems participated in an 8-week group BPT program. Pre-and posttreatment measures included parent-reported parenting practices and a treatment knowledge quiz. Parental homework completion, or home practice of skills, was reported by parents and collected weekly. Increases in positive parenting and decreases in negative parenting were observed (Cohen's d = .63 and .70, respectively), as well as increases in treatment knowledge (d = 1.46). Treatment knowledge moderated the association between parental homework completion and negative parenting as well as parenting skill-use confidence. Increased parental homework completion was only associated with decreases in negative parenting and increases in skill-use confidence for families with high treatment knowledge. Parental homework completion also moderated the association between session attendance and negative parenting, such that lower session attendance was only associated with higher negative parenting for families that had low parental homework completion. Findings highlighted the potential impact that parents' reports of home practice may have on improving parenting.

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Parent training for Attention-Deficit Hyperactivity Disorder: Parental and child outcome

Cited by 36 publications

References 13 publications

The Alliance in a Friendship Coaching Intervention for Parents of Children With ADHD

The Alliance in a Friendship Coaching Intervention for Parents of Children With ADHD

Program for the Education and Enrichment of Relational Skills: Parental Outcomes With an ADHD Sample

Parental Homework Completion and Treatment Knowledge During Group Parent–Child Interaction Therapy

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