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Effectiveness of the Prevention Program for Externalizing Problem Behavior (PEP) in Preschoolers with Severe and No

Ilka Eichelberger1,2, Julia Plücka2, Christopher Hautmann2

  • 1a Ilka Eichelberger and Julia Plück shared first authorship.

Zeitschrift Fur Kinder- Und Jugendpsychiatrie Und Psychotherapie
|May 25, 2016
PubMed

Insights

Parent training effectively reduced specific home behavior problems for children with severe ADHD and mild ADHD. Teacher training improved oppositional-aggressive behavior and ADHD symptoms in children with mild ADHD.

Area of Science:

  • Child Psychology
  • Behavioral Interventions
  • Attention Deficit/Hyperactivity Disorder (ADHD)

Background:

  • The Prevention Program for Externalizing Problem Behavior (PEP) includes parent (PEP-PA) and teacher (PEP-TE) modules.
  • Previous studies demonstrated PEP's effectiveness in routine care settings.
  • This analysis specifically investigated PEP's impact on preschool children with severe ADHD symptoms versus those with no or mild ADHD symptoms.

Purpose of the Study:

  • To evaluate the differential effects of PEP-PA and PEP-TE on preschool children with severe ADHD symptoms compared to those with no or mild ADHD symptoms.
  • To analyze the impact of parent and teacher training modules on specific behavioral outcomes in children with varying ADHD symptom severity.

Main Methods:

  • A secondary analysis utilizing a within-subject control group design.
  • Comparison of child symptom changes during a waiting period versus a 3-month intervention period.
  • Assessment of problem behaviors at home and school using standardized measures like the HSQ-D, C-TRF, and CBCL.

Main Results:

  • For severe ADHD, parent training reduced specific home problems (HSQ-D). Teacher training improved oppositional-aggressive behavior and total problems (C-TRF).
  • For no/mild ADHD, parent training improved HSQ-D, oppositional-aggressive behavior, and total problems (CBCL). Teacher training significantly impacted all assessed outcomes.
  • Teacher training significantly reduced overall problems and oppositional-defiant disorder (ODD) symptoms in severe ADHD cases.

Conclusions:

  • Parent training primarily addresses specific home-based behavioral issues for children with both severe and mild ADHD.
  • Teacher training is effective in reducing ADHD and ODD symptoms and specific behavioral issues in kindergarten for children with no/mild ADHD.
  • While teacher training showed broader effects for mild ADHD, it significantly reduced overall problems and ODD symptoms in severe ADHD cases.
Abstract

Keywords:
ADHDevaluationpreschoolprevention

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