A Comparison of Behavioral Parent Training Programs for Fathers of Children With Attention-Deficit/Hyperactivity Disorder

2009 ◽  
Vol 40 (2) ◽  
pp. 190-204 ◽  
Author(s):  
Gregory A. Fabiano ◽  
Anil Chacko ◽  
William E. Pelham ◽  
Jessica Robb ◽  
Kathryn S. Walker ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Parent Training ◽  
Attention Deficit ◽  
Training Programs ◽  
Behavioral Parent Training ◽  
Hyperactivity Disorder ◽  
Parent Training Programs

Paternal influences on treatment outcome of behavioral parent training in children with attention-deficit/hyperactivity disorder

2014 ◽  
Vol 23 (11) ◽  
pp. 1071-1079 ◽  
Author(s):  
Barbara J. van den Hoofdakker ◽  
Pieter J. Hoekstra ◽  
Lianne van der Veen-Mulders ◽  
Sjoerd Sytema ◽  
Paul M. G. Emmelkamp ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Treatment Outcome ◽  
Parent Training ◽  
Attention Deficit ◽  
Behavioral Parent Training ◽  
Hyperactivity Disorder

scholarly journals Comparative Efficacy of Structured Games and Behavioural Parent Training on Working Memory in Children with Attention Deficit Hyperactivity Disorder: A Pilot Study

2020 ◽  
Author(s):  
Raghumahanti Raghuveer ◽  
. Ruchi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Parent Training ◽  
Attention Deficit ◽  
Uttar Pradesh ◽  
Test Time ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Behavioural Parent Training

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) may develop during the preschool years of the child and extend into adulthood. ADHD also leads to impaired Working Memory (WM) creating problems in various functions. Aim: To compare the effectiveness of behavioural parent training and structured games on WM of children with ADHD. Materials and Methods: This prospective interventional study was conducted in 18 schools of Ghaziabad City, Uttar Pradesh, India. Seventy subjects were selected based on Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) criteria. Group A (n=35) received structured games and Group B (n=35) received Behavioural Parent Training (BPT). Seguin Form Board Test Time (SFBTT) was recorded as outcome on baseline and 5th week. Student’s paired and unpaired t-test was done. SPSS 22.0 version was the software used and p<0.05 was considered as level of significance. Results: Analysed data showed significant results within structured games group with t=2.355, p<0.05, and no significant result within BPT group with t=-0.776, p>0.05. Between group comparison showed significant difference with t=-2.804, p<0.05. Conclusion: Training of WM in form of structured games can be an effective method when compared to BPT in children with ADHD.

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