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Parent Training for Preschool ADHD in Routine, Specialist Care: A Randomized Controlled Trial

Anne-Mette Lange1, David Daley2, Morten Frydenberg1

  • 1Aarhus University, Risskov, Denmark.

Journal of the American Academy of Child and Adolescent Psychiatry
|August 4, 2018
PubMed

Insights

Parent training significantly improves ADHD symptoms in preschoolers, as rated by parents, with lasting effects. This evidence-based intervention shows value in routine care but did not impact conduct problems.

Area of Science:

  • Child and Adolescent Psychiatry
  • Behavioral Psychology
  • Clinical Psychology

Background:

  • Attention-deficit/hyperactivity disorder (ADHD) is common in preschool children, necessitating effective interventions.
  • Parent training is a recommended intervention for preschool ADHD, but its efficacy compared to usual care requires robust evidence.

Purpose of the Study:

  • To evaluate the effectiveness of an evidence-based parent training program (New Forest Parenting Programme) for preschool children with ADHD.
  • To compare parent training outcomes against treatment as usual in a randomized controlled trial setting.

Main Methods:

  • A multicenter, 2-arm, parallel-group randomized controlled trial was conducted in Danish specialist ADHD clinics.
  • 164 children aged 3-7 years with ADHD received either parent training or treatment as usual.
  • Outcomes, including parent-rated ADHD symptoms, were assessed at baseline, post-treatment, and at 36-week follow-up.

Main Results:

  • Parent training significantly reduced parent-rated ADHD symptoms compared to usual care (p = .009, d = 0.30).
  • Improvements in parenting self-efficacy and reduced family strain were observed.
  • These positive effects persisted at the 36-week follow-up, but no effects were found on teacher ratings or direct observations.

Conclusions:

  • Evidence-based parent training is valuable for preschool ADHD in routine clinical settings, particularly for parent-reported outcomes.
  • The study highlights the importance of parent-reported outcomes in assessing intervention effectiveness.
  • Unexpectedly, parent training did not show effects on child conduct problems in this trial.
Abstract

Keywords:
Randomized Controlled Trialattention-deficit/hyperactivity disorderpreschoolpsychosocialroutine care

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