TY - JOUR
T1 - Review: Which components of behavioral parent and teacher training work for children with ADHD?
T2 - a metaregression analysis on child behavioral outcomes
AU - Hornstra, Rianne
AU - Groenman, Annabeth P.
AU - van der Oord, Saskia
AU - Luman, Marjolein
AU - Dekkers, Tycho J.
AU - van der Veen-Mulders, Lianne
AU - Hoekstra, Pieter J.
AU - van den Hoofdakker, Barbara J.
N1 - Funding Information:
This work was supported by ZonMw [grant #729300013]. R.H., A.P.G., S.v.d.O., M.L., T.J.D., L.v.d.V., P.J.H., and B.J.v.d.H. contributed to the conception of the study. R.H., A.P.G., and T.J.D. did the search and data extraction. Analyses were done by R.H. and A.P.G.. R.H. wrote the first draft of the manuscript, and all authors contributed to and have approved the final manuscript. We would like to thank our research assistant Lieke Bruinsma for her help in scoring the manuals of the interventions. S.v.d.O. co‐developed a planning focused and solution focused treatment, and other behavioral treatments, but has no financial interest in any of these. S.v.d.O. received research grants from ZonMw (The Netherlands Organization for Health Research and Development) and the FWO (The Flemish Organization for Scientific Research). S.v.d.O. was an advisor of the Dutch ADHD guideline groups and is member of a working group on ADHD of the health counsel of Belgium. M.L. co‐developed a self‐help teacher training, without financial interests. M.L. received research grants from ZonMw (The Netherlands Organization for Health Research and Development) and was an advisor of the Dutch ADHD guideline groups. L.v.d.V. received royalties as one of the editors of ‘Sociaal Onhandig’ (published by Van Gorcum), a Dutch book for parents of children with ADHD or PDD‐NOS that is being used in parent training. L.v.d.V. is and has been involved in the development and evaluation of several parent and teacher training programs, without financial interests. B.J.v.d.H. receives royalties as one of the editors of ‘Sociaal Onhandig’. B.J.v.d.H. and has been involved in the development and evaluation of several parent and teacher training programs, without financial interests. B.J.v.d.H. is and has been a member of Dutch ADHD guideline and practice standard groups. The remaining authors have declared that they have no competing or potential conflicts of interest.
Publisher Copyright:
© 2022 The Authors. Child and Adolescent Mental Health published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.
PY - 2023/5
Y1 - 2023/5
N2 - Background: This metaregression analysis examined which behavioral techniques that are commonly used in behavioral parent and teacher training programs for children with attention-deficit/hyperactivity disorder (ADHD) were related to program effectiveness on children's behavioral outcomes.Methods: We included 32 randomized controlled trials (N = 2594 children) investigating behavioral parent training, teacher training, or a combination, in children with ADHD under 18 years. Outcomes were symptom counts of total ADHD, inattention, and hyperactivity-impulsivity and behavioral problems. The dosage of techniques was extracted from the intervention manuals. Metaregression was used to assess which techniques and intervention characteristics (setting, delivery method, duration, and home-school collaboration) were associated with intervention effectiveness.Results: Higher dosage of psycho-education for parents was associated with smaller effects on behavioral problems and, only in case of parent training, also with smaller effects on ADHD symptoms. Higher dosage of teaching parents/teachers to use negative consequences was associated with larger effects on behavioral problems. Individual training compared with group training was associated with larger effects on ADHD and hyperactivity-impulsivity symptoms.Conclusions: This study provides first insights into the specific techniques that are essential in behavioral parent and teacher training programs for children with ADHD. This knowledge can eventually be used to improve and tailor interventions.
AB - Background: This metaregression analysis examined which behavioral techniques that are commonly used in behavioral parent and teacher training programs for children with attention-deficit/hyperactivity disorder (ADHD) were related to program effectiveness on children's behavioral outcomes.Methods: We included 32 randomized controlled trials (N = 2594 children) investigating behavioral parent training, teacher training, or a combination, in children with ADHD under 18 years. Outcomes were symptom counts of total ADHD, inattention, and hyperactivity-impulsivity and behavioral problems. The dosage of techniques was extracted from the intervention manuals. Metaregression was used to assess which techniques and intervention characteristics (setting, delivery method, duration, and home-school collaboration) were associated with intervention effectiveness.Results: Higher dosage of psycho-education for parents was associated with smaller effects on behavioral problems and, only in case of parent training, also with smaller effects on ADHD symptoms. Higher dosage of teaching parents/teachers to use negative consequences was associated with larger effects on behavioral problems. Individual training compared with group training was associated with larger effects on ADHD and hyperactivity-impulsivity symptoms.Conclusions: This study provides first insights into the specific techniques that are essential in behavioral parent and teacher training programs for children with ADHD. This knowledge can eventually be used to improve and tailor interventions.
KW - ADHD
KW - behaviour therapy
KW - meta-analysis
KW - parent training
KW - teachers
U2 - 10.1111/camh.12561
DO - 10.1111/camh.12561
M3 - Review article
AN - SCOPUS:85127958077
SN - 1475-357X
VL - 28
SP - 258
EP - 268
JO - Child and adolescent mental health
JF - Child and adolescent mental health
IS - 2
ER -