ADHD, ODD, behavioral problems, disruptive behavior
Conditions
Interventions
The intervention concerns a 15-week self-help program for parents of children (aged 4 to 12) who show hyperactive, impulsive and/or disruptive behavior at home. It consist of a manual and an online pr
Sponsors
Vrije Universiteit Amsterdam
Eligibility
Inclusion criteria
Inclusion criteria: 1. Child is aged between 4 to 12 2. Child shows hyperactive, impulsive and/or disruptive behavior at home (with or without a diagnosis of Attention Deficit Hyperactivity Disorder or Oppositional Defiant Disorder), confirmed by a clinical score (> 80th percentile) on the externalizing scale of the Strengths and Difficulties Questionnaire rated by parents (Van Widenfelt, Goedhart, Treffers, & Goodman, 2003), and a xx score on the Diagnostic Interview Schedule for Children IV as assessed by parents, (Disc_IV;Shaffer, Fisher, Lucas, Hilsenroth, & Segal, 2004.) 3. Parents indicate that they are in need of guidance to cope with hyperactive and/or disruptive behavior of their child.
Exclusion criteria
Exclusion criteria: 1. Parent(s) is/are taking part in a parent training during six months before start of the intervention period. 2. Parents are taking part in another parent training/in parent counselling/ in child counselling that also involves parents, directed at hyperactive or disruptive behavior of the child at home, during the intervention period. 3. Child uses medication for ADHD which is not yet optimized in dose at the start of treatment (indicated by a dose change in the last two months). 4. More than two weeks of holiday away from home are planned during the intervention period.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| -Daily problem behavior, assessed by daily assessments of fourteen problem behaviors, which are targeted by the parenting program. These behaviors are based on the List of Target Behavior (LTB; zie (Van Den Hoofdakker et al., 2007)). At all measurement points, during four consecutive school days parents will be asked (during short phone calls by a research assistant) if the target behaviors had been present in the past 24 hours and, if yes, to provide severity ratings of these behaviors on a 5-point Likert scale. -Disruptive behavior of the child, assessed with the Dutch version of the Eyberg Child and Behavior Inventory (ECBI; (Eyberg & Pincus, 1999)), filled out by parents. | — |
Secondary
| Measure | Time frame |
|---|---|
| Filled out by parents: -Child’s ADHD symptoms, assessed with the Dutch version of the Strengths and Weaknesses of ADHD symptoms and Normal behavior rating scale (SWAN; Swanson et al., 2012). -Child’s psychosocial functioning, assessed with the Dutch version of the Strengths and Difficulties Questionnaire (Van Widenfelt, Goedhart, Treffers, & Goodman, 2003) -Parenting stress, assessed by the Dutch version of the Parenting Stress Index (PSI) (Abidin & Abidin, 1990). -Parenting skills assessed with the Dutch version of the Parent Practice Inventory (PPI; CPPRG, 1996) -Parent’s feelings of competence assessed with the Dutch version of the Parenting Sense of Competence Scale (Johnston & Mash, 1989). -Child’s social skills assessed with the Dutch version of the Social Skills Rating System (SSRS; van der Oord et al., 2005) Filled out by teachers: -Child’s ADHD and ODD symptoms, assessed with the Vragenlijst voor Gedragsproblemen bij Kinderen (VVGK; Oosterlaan et al., 2008) - Child’s psychosocial functioning, assessed with the Dutch version of the Strengths and Difficulties Questionnaire (Van Widenfelt, Goedhart, Treffers, & Goodman, 2003) -Child’s ADHD symptoms, assessed with the Dutch version of the Strengths and Weaknesses of ADHD symptoms and Normal behavior rating scale (SWAN; Swanson et al., 2012). Potential moderators: - Expectancies regarding the program, assessed with the Dutch version of the Credibility/Expectancy Questionnaire – Parent Version (CEQ-P; Nock, Ferriter, & Holmberg, 2007). - Motivation regarding the program, assessed whit the Dutch version of the Readiness, Efficacy, Attributions, Defensiveness, & Importance Scale – Short Version (READI-SF; Proctor, Brestan-Knight, Fan, & Zlomke, 2018)). -Treatment fidelity and motivation, assessed with a short questionnaire developed for the purpose of this study. - Parents’ ADHD symptoms, assessed with the Dutch version of the Self- Report Scale short version (ASRS; Adler et al., 2006). -Parents’ coping st | — |
Contacts
Public ContactSuzanne de Jong
Vrije Universiteit Amsterdam
Outcome results
None listed