Journal of the American Academy of Child & Adolescent Psychiatry
ARTICLESDoes Maternal ADHD Reduce the Effectiveness of Parent Training for Preschool Children's ADHD?
Section snippets
SUBJECTS
Eighty-nine children with a preschool equivalent of ADHD and their mothers entered a program of PT. These children were selected at the time of their 3-year developmental check from two cohorts (1992–93 and –96, respectively). Children came from families living in the New Forest and Southampton regions of Southern England (N = 7,068). These areas comprise a mix of urban, suburban, and rural settings that include areas of prosperity and significant pockets of relative deprivation. The children
RESULTS
Only those mothers and children (n = 83) who completed the PT program were included in the analysis. To facilitate ease of interpretation, we assigned participants to one of three roughly equal sized groups on the basis of ratings of maternal ADHD symptoms (low = 0–7, medium = 8–15, high = 16 and over). The scores for background child and maternal factors for these three groups of mothers are shown in Table 1. The groups did not differ in terms of SES (χ24 = 5.47, ns) or child's sex (χ22 =
DISCUSSION
This study provides evidence of the role played by symptoms of maternal ADHD in determining the degree of improvement associated with parent-based treatments for child ADHD. This effect can be seen most strikingly in Figure 1. PT had no effect on child ADHD when mothers displayed substantial levels of ADHD symptoms (i.e., a score of more than 15 on the Adult AD/HD Rating Scale). In contrast, children whose mothers had few symptoms benefited greatly from the treatment. In the current sample,
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This research was supported by grants from the NHS R&D committee and the Mental Health Foundation.