Attention-deficit/hyperactivity disorder (ADHD), Behavioral problems at home, Parent Training, Children
Conditions
Interventions
This study has three arms: an antecedent techniques training, a consequent techniques training, and a waiting list.
- The antecedent techniques training consists of two two-hour sessions with parent
Sponsors
Accare Child Study Center
Eligibility
Inclusion criteria
Inclusion criteria: 1. The child has a DSM-5 or DSM-IV-TR based diagnosis of ADHD, (Diagnostic Interview Schedule for Children for DSM-IV, parent version, module Disruptive Behavior Disorders [DISC-IV; Shaffer, Fisher, Lucas, Dulcan, & Schwab-Stone, 2000]). 2. The child is four to twelve years old. 3. Both parents/caregivers, if available, are willing and able to participate in the training. 4. The child has an (estimated) IQ higher than 70. 5. The child is not taking psychotropic medication or has been off medication for at least one month. 5. Parents/caregivers have given their informed consent for participation.
Exclusion criteria
Exclusion criteria: 1. There are problems with the child and/or the family that require immediate intensive intervention (e.g., crisis in the family). 2. The parent(s) received behavioral parent training (individual or group) aimed at ADHD or behavioral problems of the child in the past year. 3. The child does not live in one household during weekdays. 4. It is not a suitable period for the family and/or the child to participate in the study (e.g. moving, divorce, holidays or vacation). 5. The child has a DSM-5 or DSM-IV-TR based diagnosis of conduct disorder. 6. The child has a DSM-5 or a DSM-IV-TR based diagnosis of an autism spectrum disorder.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The primary outcome of this study will consist of daily assessments of problem behaviors. Parents will be asked to select four target behaviors in specific situations. During baseline, post-training assessment 1 and post-training assessment 2, during five consecutive school days (at least four assessments), daily phone calls will be made by the investigational team, in which parents will be asked if the target behaviors had been present in the specific situations in the past 24 hours and, if yes, to provide severity ratings of these behaviors on a 5-point scale. | — |
Secondary
| Measure | Time frame |
|---|---|
| - Inattentive and hyperactive/impulsive behaviors (Strengths and Weaknesses of ADHD Symptoms and Normal behavior rating scales [SWAN; Swanson et al., 2012]). - Oppositional defiant behavior of the child (ODD scale of the Disruptive Behavior Rating Disorder Scale-Parent Version [DBD; Pelham, Gnagy, Greenslade, & Milich, 1992; Oosterlaan, Scheres, Antrop, Roeyers, & Sergeant, 2008]). - Behavioral and emotional functioning of the child (Strengths and Difficulties Questionnaire [SDQ; Goodman, 1997]). - Impairment of the child at school (Impairment Rating Scale – Parent version [IRS-P-NL; Fabiano et al., 2006]) | — |
Contacts
Public ContactRianne Hornstra
UMCG Hanzeplein 1, ingang 29,
Outcome results
None listed