scholarly journals A Feasibility Study of Enhanced Group Triple P — Positive Parenting Program for Parents of Children with Attention-deficit/Hyperactivity Disorder

2002 ◽  
Vol 19 (4) ◽  
pp. 191-206 ◽  
Author(s):  
Fiona E. Hoath ◽  
Matthew R. Sanders
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
School Environment ◽  
Parenting Practices ◽  
Controlled Trial ◽  
Intervention Group ◽  
Child Behaviour ◽  
Triple P ◽  
Post Intervention ◽  
Hyperactivity Disorder

AbstractThe aim of this randomised controlled trial was to examine the efficacy of an Attention-deficit/ hyperactivity Disorder (ADHD)-specific, Enhanced (Level 5) Group Triple P intervention. Twenty families with a child with clinically diagnosed ADHD aged between 5 and 9 years participated. Families were randomly assigned to either an enhanced intervention group (Enhanced Group Triple P; EGTP) or a wait list (WL) condition. Using parent reports of child behaviour, parenting practices and family functioning in addition to teacher reports of child behaviour in the school environment, parents in the EGTP condition reported significant reductions in intensity of disruptive child behaviour problems, aversive parenting practices and increases in parental self-efficacy when compared to the WL condition. Parents' reports at 3-month follow-up indicated the gains in child behaviour and parenting practices achieved at post-intervention were maintained.

scholarly journals Can Parents Improve the Quality of Life of Their Children with Attention Deficit Hyperactivity Disorder?

2019 ◽  
Author(s):  
Maryam Kousha ◽  
Mohammad Abbasi Kakrodi
Keyword(s):  
Quality Of Life ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Intervention Group ◽  
Control Group ◽  
Triple P ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
The Mean

Objective: The aim of this study was to evaluate the effectiveness of mothers’ Group psychoeducation on Quality of Life (QoL) of children with Attention Deficit Hyperactivity Disorder. Method: In this clinical trial, 60 mothers of ADHD children were randomly divided into two groups (30 participants in each group). An educational program based on Positive Parenting Program (Triple P) was performed for the intervention group, while only pharmacotherapy was provided for the control group. Pediatric Quality of Life Inventory (Peds QL) was completed by all 60 mothers before, eight week, and three months after intervention. Data were analyzed using mean and standard deviation, and K-square or paired t test were used for data analysis. Results: A total of 60 mothers participated in this study. Of their children, 80% were boys and 20% were girls. The mean of the total score of QoL increased significantly in the intervention group at week eight and three months after the intervention. Also, the mean scores of emotional, social, school and psychosocial domains, but not physical domain of QoL, found to be higher in ADHD children after intervention (p< 0.05). The total score of QoL and mean scores of domains increased in the posttest in the control group, but it was not significant (p> 0.05). Conclusion: A significant increase in the total score of QoL was reported by mothers in the posttest compared to the pretest in the experimental group, which showed that educating parents can improve the QoL of their ADHD children.

scholarly journals Effectiveness of Online Mindfulness-Based Intervention (iMBI) on Inattention, Hyperactivity–Impulsivity, and Executive Functioning in College Emerging Adults with Attention-Deficit/Hyperactivity Disorder: A Study Protocol

2021 ◽  
Vol 18 (3) ◽  
pp. 1257
Author(s):  
Kai-Shuen Pheh ◽  
Kit-Aun Tan ◽  
Normala Ibrahim ◽  
Sherina Mohd Sidik
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Functioning ◽  
Emerging Adults ◽  
Attention Deficit ◽  
Controlled Trial ◽  
Neurodevelopmental Disorder ◽  
Control Group ◽  
Post Intervention ◽  
Treatment As Usual ◽  
Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD), a common neurodevelopmental disorder, often persists into adulthood. In Malaysia, the prevalence rate of hyperactivity symptoms is highest among Chinese Malaysians. There are limited evidence-based treatment options targeting the core symptoms of ADHD, as well as executive functioning. In addition, conventional psychotherapeutic approaches for adults with ADHD have been found to be highly labor-intensive. The present study will evaluate the effectiveness of an online mindfulness-based intervention to reduce inattention and hyperactivity–impulsivity and improve executive functioning among Chinese Malaysian college emerging adults with ADHD. Informed by established literature, we will design an 8-week online mindfulness-based intervention (i.e., iMBI). We will conduct a two-arm randomized controlled trial comparing an iMBI plus treatment-as-usual group (n = 54) and an enhanced treatment-as-usual control group (n = 54). Outcome measures of inattention, hyperactivity–impulsivity, and executive functioning will be collected at baseline, immediately post-intervention, and 1-month post-intervention. The findings of the present study will not only demonstrate the implementation of iMBI as a new treatment modality but also inform practitioners on the effectiveness of iMBI in reducing the burden of adults living with ADHD.

scholarly journals Neurofeedback Training Versus Perceptual-Motor Exercises Interventions in Visual Attention for Children With Attention Deficit Hyperactivity Disorder: A Randomized Controlled Trial

2021 ◽  
pp. 1-20
Author(s):  
Neda Ghadamgahi Sani ◽  
◽  
Malahat Akbarfahimi ◽  
Shadi Akbari ◽  
Mehdi Alizadeh Zarei ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Visual Attention ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Performance Test ◽  
Controlled Trial ◽  
Neurofeedback Training ◽  
Normal Children ◽  
Motor Proficiency ◽  
Hyperactivity Disorder

Introduction: Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood psychiatric disorders which is characterized by poor attention and subsequently lower learning capacities comparing with normal children. The purpose of this study was to compare the effectiveness of neurofeedback and perceptual-motor exercises as two common non-pharmacological treatments on visual attention. Method: 40 combined medicated ADHD children (aged 5-12 years) were allocated randomly in two groups: neurofeedback training and perceptual-motor exercises. Visual attention and motor proficiency were assessed before and after the treatment by Continuous Performance Test (CPT) and Bruininks-Oseretsky Test (BOT), respectively. Results: according to repeated measures ANOVA, both groups showed significant improvement in three attention-related areas of CPT including reaction time, omission and commission errors (p<0.001), while the difference between two groups was not significant (p>0.05). However, in perceptual-motor exercises group, motor proficiency improved significantly (p<0.01). Conclusion: neurofeedback training intervention, as well as perceptual-motor exercises, are effective in improving ADHD symptoms and given the similar effect of both interventions and their lack of side-effects, perceptual-motor exercises appear to be the more appropriate option for reducing symptoms of ADHD, due to its additional effect on motor proficiency, rich content of purposeful activities and social interactions.

scholarly journals Nurse-Led Intervention on Teachers’ Knowledge and Management of Pupils with Attention Deficit Hyperactivity Disorder in Primary Schools in Abeokuta, Ogun State

2022 ◽  
Vol 5 (1) ◽  
pp. 1-14
Author(s):  
Alake O.M. ◽  
Aina J. ◽  
Sodimu J.O. ◽  
Dele-Alonge O.
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Primary Schools ◽  
Knowledge Score ◽  
P Value ◽  
Post Intervention ◽  
Hyperactivity Disorder ◽  
Ogun State ◽  
Significant Difference ◽  
High Knowledge

The objective of any educational system is to provide education for all learners with diverse needs and abilities to enable them to achieve their potential and subsequently contribute to society. Teachers are in a position to be the first to suspect that a child might have Attention Deficit Hyperactivity Disorder (ADHD) because they are with them for most of the day and they know how normal learners typically behave in classroom situations. One group pre-test post-test quasi-experimental study was employed for this study. The population comprised 42 teachers in the selected schools. Total enumeration was used for the study. A self-structured questionnaire was validated and used to collect data. The Cronbach Alpha reliability coefficient of the construct ranged from 0.741 to 0.808. Data collected were analyzed using descriptive and inferential statistics. The results showed 45.2% participants had low knowledge, 18.1% and 16.7% had moderate and high knowledge respectively at the pre-intervention stage while at the post-intervention stage, 14.3% had low knowledge score while 21.4% and 64.3% had moderate and high knowledge scores respectively. Also, at the pre-intervention stage of this study, it was found that 64.3% participants had a bad management score of ADHD while 35.7% had a good management score of ADHD. The result indicated that there is a non-significant difference in the post intervention knowledge and management of ADHD among the respondents as a p-value of 0.494 was recorded which is much greater than the alpha (α) p-value of 0.05. The study concluded that the role of teachers in the identification and management of ADHD cannot be overlooked. This shows that training and proper education of the teachers will go a long way in the management of attention deficit in the pupils. The study recommended that the management of ADHD should be included in educational programs. Also, there should be follow-up to monitor the progress of the teachers in the management of children with ADHD.

Sign in / Sign up

Export Citation Format

Share Document