Review: Which components of behavioral parent and teacher training work for children with ADHD? – a metaregression analysis on child behavioral outcomes

Open Access
Authors
  • T.J. Dekkers
  • L. van der Veen-Mulders
  • P.J. Hoekstra
  • B.J. van den Hoofdakker
Publication date 05-2023
Journal Child and Adolescent Mental Health
Volume | Issue number 28 | 2
Pages (from-to) 258-268
Organisations
  • Faculty of Social and Behavioural Sciences (FMG) - Psychology Research Institute (PsyRes)
  • Faculty of Social and Behavioural Sciences (FMG) - Research Institute of Child Development and Education (RICDE)
Abstract
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.
Document type Article
Note With supplementary file.
Language English
Published at https://doi.org/10.1111/camh.12561
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