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Related Concept Videos

Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Behavior Therapy01:22

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The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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Published on: June 12, 2020

Classroom changes in ADHD symptoms following clinic-based behavior therapy.

David F Curtis1, Stephanie Chapman, Jack Dempsey

  • 1Department of Pediatrics, Psychology Section, Baylor College of Medicine, Houston, TX, USA. dfcurtis@bcm.edu

Journal of Clinical Psychology in Medical Settings
|June 9, 2012
PubMed
Summary

Family Skills Training for ADHD-Related Symptoms (Family STARS) significantly improved classroom behaviors in children with Attention-Deficit/Hyperactivity Disorder (ADHD). The 10-week intervention combined behavioral parent training and child behavioral activation therapy.

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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Area of Science:

  • Child Psychology
  • Behavioral Therapy
  • Clinical Research

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) significantly impacts children's classroom behavior.
  • Effective, evidence-based interventions are crucial for managing ADHD symptoms in school settings.
  • Combining parent and child-focused therapies may offer synergistic benefits.

Purpose of the Study:

  • To evaluate the effectiveness of the Family Skills Training for ADHD-Related Symptoms (Family STARS) intervention.
  • To assess changes in classroom behavioral outcomes for children with ADHD-Combined Type.
  • To explore the combined impact of behavioral parent training (BPT) and child-focused behavioral activation therapy (CBAT).

Main Methods:

  • A manualized, 10-week intervention (Family STARS) was implemented.
  • Participants included children aged 7-10 diagnosed with ADHD-Combined Type.
  • Teacher ratings of ADHD symptoms were collected pre- and post-intervention using a within-subjects design and analyzed with paired-samples t-tests.

Main Results:

  • Statistically significant improvements were observed in classroom externalizing behaviors.
  • Significant reductions in attention problems were noted, with large main effects.
  • The intervention demonstrated effectiveness in improving ADHD-related classroom conduct.

Conclusions:

  • The Family STARS intervention, combining BPT and CBAT, is effective for improving classroom behaviors in children with ADHD.
  • Combining child-focused behavioral activation therapy with behavioral parent training shows promise for ADHD treatment.
  • Findings support the effectiveness and potential portability of this combined therapeutic approach for ADHD.