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Titolo:
Parent-based therapies for preschool attention-deficit/hyperactivity disorder: A randomized, controlled trial with a community sample
Autore:
Sonuga-Barke, EJS; Daley, D; Thompson, M; Laver-Bradbury, C; Weeks, A;
Indirizzi:
Univ Southampton, Dept Psychol, Ctr Res Psychol Dev, Southampton SO17 1BJ,Hants, England Univ Southampton Southampton Hants England SO17 1BJ 17 1BJ,Hants, England Univ Southampton, Dept Psychiat, Southampton SO17 1BJ, Hants, England UnivSouthampton Southampton Hants England SO17 1BJ 7 1BJ, Hants, England Ashurst Hosp, Child & Family Guidance Ctr, Southampton, Hants, England Ashurst Hosp Southampton Hants England Ctr, Southampton, Hants, England
Titolo Testata:
JOURNAL OF THE AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY
fascicolo: 4, volume: 40, anno: 2001,
pagine: 402 - 408
SICI:
0890-8567(200104)40:4<402:PTFPAD>2.0.ZU;2-L
Fonte:
ISI
Lingua:
ENG
Soggetto:
DEFICIT HYPERACTIVITY DISORDER; FOLLOW-UP; STIMULANT MEDICATION; CHILDREN; ADHD; METHYLPHENIDATE; INTERVENTION; BEHAVIOR; BOYS;
Keywords:
preschool children; attention-deficit/hyperactivity disorder; treatment; parent training; randomized controlled trial; clinically significant change;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
34
Recensione:
Indirizzi per estratti:
Indirizzo: Sonuga-Barke, EJS Univ Southampton, Dept Psychol, Ctr Res Psychol Dev, Southampton SO17 1BJ,Hants, England Univ Southampton Southampton Hants England SO17 1BJ and
Citazione:
E.J.S. Sonuga-Barke et al., "Parent-based therapies for preschool attention-deficit/hyperactivity disorder: A randomized, controlled trial with a community sample", J AM A CHIL, 40(4), 2001, pp. 402-408

Abstract

Objective: To evaluate two different parent-based therapies for preschool attention-deficit/hyperactivity disorder (ADHD) in a community sample. Method: Three-year-old children displaying a preschool equivalent of ADHD (n = 78) were randomly assigned to either a parent training (PT; n = 30), a parent counseling and support (PC&S; n = 28), or a waiting-list control group (n = 20). The PT group received coaching in child management techniques. ThePC&S group received nondirective support and counseling. Measures of childsymptoms and mothers' well-being were taken before and after intervention and at 15 weeks follow-up. Results: ADHD symptoms were reduced (F-2.74 = 11.64; P <.0001) and mothers' sense of well-being was increased by PT relative to both other groups (F-2.74 = 10.32; p <.005). Fifty-three percent of children in the PT group displayed clinically significant improvement (chi (2) = 4.08; P =.048). Conclusions: PT is a valuable treatment for preschool ADHD. PC&S had little effect on children's behavior. Constructive training in parenting strategies is an important element in the success of parent-based interventions. Psychostimulants are not a necessary component of effective treatment for many children with preschool ADHD.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 22/09/20 alle ore 23:35:58