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Training parents of hyperactive children in child management: a comparative outcome study
Insights
Behavior modification and communication training significantly reduced hyperactivity in children. Parents in behavior modification programs reported greater improvements and satisfaction compared to other groups.
Area of Science:
- Child Psychology
- Behavioral Science
- Parenting Interventions
Background:
- Hyperactivity is a common behavioral problem in children.
- Parental involvement is crucial for managing childhood behavioral issues.
- Existing interventions vary in their approach and effectiveness.
Purpose of the Study:
- To compare the effectiveness of behavior modification (PAT) and communication (PET) training for parents of hyperactive children.
- To evaluate the impact of these interventions on child hyperactivity and parental attitudes.
- To assess the long-term effects of the interventions.
Main Methods:
- Random assignment of 44 families to PAT, PET, or control groups.
- 9-week parent training workshops.
- Pre- and post-intervention assessments including hyperactivity ratings, problem checklists, parental attitudes, and direct observations.
Main Results:
- Both PAT and PET were more effective than the control group in reducing hyperactivity and problem behaviors.
- PAT parents reported higher child improvement, program satisfaction, and lower dropout rates than PET parents.
- Follow-up data showed sustained positive effects for both treatment groups compared to controls.
Conclusions:
- Educational approaches to child management are effective for reducing behavioral problems.
- Different intervention methods can yield similar outcomes despite theoretical differences.
- Psychological interventions offer a viable alternative to medical treatments for hyperactive children.
Abstract:
Parents of 44 hyperactive children were assigned to either a behavior modification group (PAT), a communications group (PET), or a delayed-treatment control group. Parents in the treatment groups participated in 9-week training workshops. Parents and their children were assessed before and after the workshops on measures that included ratings of hyperactivity and severity of problems, a daily checklist of problem occurrence, parental attitudes, and direct observations in a laboratory situation. Both treatment methods were more effective than a no-treatment control condition in reducing hyperactivity ratings, problem severity ratings, and daily problem occurrence. Additionally, parents receiving behavior modification training rated their children as more improved than did PET parents, were more willing to recommend the program to a friend, felt the program was more applicable to them, and were less likely to drop out of the program. Nine-month follow-up assessments indicated that treatment parents continued to view their children's behavior more positively than did control group parents. Results are discussed with respect to the implications that an educational approach to teaching child management can be an effective means of reducing behavioral problems in children, that methods differing in theoretical background and actual skills taught may result in similar outcomes, and that a "psychological," as opposed to a medical, approach to the treatment of hyperactive children can have considerable merit.