Parent-based therapies for preschool attention-deficit/hyperactivity disorder: a randomized, controlled trial with a community sample.
OBJECTIVE
To evaluate two different parent-based therapies for preschool attention-deficit/hyperactivity disorder (ADHD) in a community sample.


METHODS
Three-year-old children displaying a preschool equivalent of ADHD (n = 78) were randomly assigned to either a parent training (PT; n = 30), a parent counseling and support (PCO&S; n = 28), or a waiting-list control group (n = 20). The PT group received coaching in child management techniques. The PC&S group received nondirective support and counseling. Measures of child symptoms and mothers' well-being were taken before and after intervention and at 15 weeks follow-up.


RESULTS
ADHD symptoms were reduced (F2,74 = 11.64; p < .0001) and mothers' sense of well-being was increased by PT relative to both other groups (F2,74 = 10.32; p < .005). Fifty-three percent of children in the PT group displayed clinically significant improvement (chi 2 = 4.08; p = .048).


CONCLUSIONS
PT is a valuable treatment for preschool ADHD. PC&S had little effect on children's behavior. Constructive training in parenting strategies is an important element in the success of parent-based interventions. Psychostimulants are not a necessary component of effective treatment for many children with preschool ADHD.
Sonuga-Barke
E J
EJ
Centre for Research into Psychological Development, Department of Psychology, University of Southampton, England.
Daley
D
D
Thompson
M
M
Laver-Bradbury
C
C
Weeks
A
A
D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology / Q000628:therapy*; D001521:Behavior Therapy; D002675:Child, Preschool; D003376:Counseling; D004493:Education; D005260:Female; D006801:Humans; D008297:Male; D010287:Parent-Child Relations; D016896:Treatment Outcome