Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Abnormal Child Psychology 6/2010

01-08-2010

Parental Influence on Children with Attention-Deficit/Hyperactivity Disorder: II. Results of a Pilot Intervention Training Parents as Friendship Coaches for Children

Auteurs: Amori Yee Mikami, Matthew D. Lerner, Marissa Swaim Griggs, Alison McGrath, Casey D. Calhoun

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 6/2010

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

We report findings from a pilot intervention that trained parents to be “friendship coaches” for their children with Attention-Deficit/Hyperactivity Disorder (ADHD). Parents of 62 children with ADHD (ages 6–10; 68% male) were randomly assigned to receive the parental friendship coaching (PFC) intervention, or to be in a no-treatment control group. Families of 62 children without ADHD were included as normative comparisons. PFC was administered in eight, 90-minute sessions to parents; there was no child treatment component. Parents were taught to arrange a social context in which their children were optimally likely to develop good peer relationships. Receipt of PFC predicted improvements in children’s social skills and friendship quality on playdates as reported by parents, and peer acceptance and rejection as reported by teachers unaware of treatment status. PFC also predicted increases in observed parental facilitation and corrective feedback, and reductions in criticism during the child’s peer interaction, which mediated the improvements in children’s peer relationships. However, no effects for PFC were found on the number of playdates hosted or on teacher report of child social skills. Findings lend initial support to a treatment model that targets parental behaviors to address children’s peer problems.

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Voetnoten
1
Because of concerns raised by reviewers about the validity of changes in playgroup sociometric measures over the treatment period, they were not analyzed as primary outcomes. However, little change was suggested over the course of the three playgroups on sociometric measures overall, for either intervention-group or control-group children.
 
2
We note that, because parents were nested into six treatment groups, we also considered that treatment effects might be correlated between parents in the same PFC group. However, because the proportion of variance at the PFC group level for all outcome measures was low (all <5%, most <1%), accounting for the nested structure of parents into PFC groups was not needed (Raudenbush and Bryk 2002).
 
3
When full information maximum likelihood methods were not used for analyses, the significance level of PFC on the dependent variable of parent SSRS changed to F(1,111) = 3.85; p = 0.052. The effect of PFC on the other primary dependent variables of conflict and disengagement on playdates (QPQ) and classroom peer acceptance and rejection (DSAS) all remained significant at p < 0.05 when full information maximum likelihood methods were not used.
 
Literatuur
go back to reference Abikoff, H. B., Hechtman, L., Klein, R. G., Gallagher, R., Fleiss, K., Etcovitch, J., et al. (2004). Social functioning in children with ADHD treated with long-term methylphenidate and multimodal psychosocial treatment. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 820–829. CrossRefPubMed Abikoff, H. B., Hechtman, L., Klein, R. G., Gallagher, R., Fleiss, K., Etcovitch, J., et al. (2004). Social functioning in children with ADHD treated with long-term methylphenidate and multimodal psychosocial treatment. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 820–829. CrossRefPubMed
go back to reference Achenbach, T. M. (1991a). Manual for child behavior checklist and revised child behavior profile. Burlington: University Associates in Psychiatry. Achenbach, T. M. (1991a). Manual for child behavior checklist and revised child behavior profile. Burlington: University Associates in Psychiatry.
go back to reference Achenbach, T. M. (1991b). Manual for teacher’s report form and 1991 profile. Burlington: University Associates in Psychiatry. Achenbach, T. M. (1991b). Manual for teacher’s report form and 1991 profile. Burlington: University Associates in Psychiatry.
go back to reference Antshel, K. M., & Remer, R. (2003). Social skills training in children with Attention Deficit Hyperactivity Disorder: a randomized-controlled clinical trial. Journal of Clinical Child and Adolescent Psychology, 32, 153–165. PubMed Antshel, K. M., & Remer, R. (2003). Social skills training in children with Attention Deficit Hyperactivity Disorder: a randomized-controlled clinical trial. Journal of Clinical Child and Adolescent Psychology, 32, 153–165. PubMed
go back to reference Barkley, R. A. (2004). Adolescents with attention-deficit/hyperactivity disorder: an overview of empirically based treatments. Journal of Psychiatric Practice, 10, 39–56. CrossRefPubMed Barkley, R. A. (2004). Adolescents with attention-deficit/hyperactivity disorder: an overview of empirically based treatments. Journal of Psychiatric Practice, 10, 39–56. CrossRefPubMed
go back to reference Barkley, R. A. (2006). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York: Guilford. Barkley, R. A. (2006). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York: Guilford.
go back to reference Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality & Social Psychology, 51, 1173–1182. CrossRef Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality & Social Psychology, 51, 1173–1182. CrossRef
go back to reference Beelman, A., Pfingsten, U., & Losel, F. (1994). Effects of training social competence in children: a meta-analysis of recent evaluation studies. Journal of Clinical Child Psychology, 23, 260–271. CrossRef Beelman, A., Pfingsten, U., & Losel, F. (1994). Effects of training social competence in children: a meta-analysis of recent evaluation studies. Journal of Clinical Child Psychology, 23, 260–271. CrossRef
go back to reference Bierman, K. L., Miller, C. M., & Stabb, S. (1987). Improving the social behavior and peer acceptance of rejected boys: effects of social skills training with instructions and prohibitions. Journal of Consulting and Clinical Psychology, 55, 194–200. CrossRefPubMed Bierman, K. L., Miller, C. M., & Stabb, S. (1987). Improving the social behavior and peer acceptance of rejected boys: effects of social skills training with instructions and prohibitions. Journal of Consulting and Clinical Psychology, 55, 194–200. CrossRefPubMed
go back to reference Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: a cross-age perspective. Developmental Psychology, 18, 557–570. CrossRef Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: a cross-age perspective. Developmental Psychology, 18, 557–570. CrossRef
go back to reference Conners, C. K. (2001). Conners’ Rating Scales-Revised technical manual. New York: Multi-Health Systems Inc. Conners, C. K. (2001). Conners’ Rating Scales-Revised technical manual. New York: Multi-Health Systems Inc.
go back to reference de Boo, G. M., & Prins, P. J. M. (2007). Social incompetence in children with ADHD: possible moderators and mediators in social skills training. Clinical Psychology Review, 27, 78–97. CrossRefPubMed de Boo, G. M., & Prins, P. J. M. (2007). Social incompetence in children with ADHD: possible moderators and mediators in social skills training. Clinical Psychology Review, 27, 78–97. CrossRefPubMed
go back to reference Dishion, T. J. (1990). The peer context of troublesome child and adolescent behavior. In P. E. Leone (Ed.), Understanding troubled and troubling youth: Multiple perspectives (pp. 128–153). Thousand Oaks: Sage. Dishion, T. J. (1990). The peer context of troublesome child and adolescent behavior. In P. E. Leone (Ed.), Understanding troubled and troubling youth: Multiple perspectives (pp. 128–153). Thousand Oaks: Sage.
go back to reference Dishion, T. J., & Kavanagh, K. (2003). Intervening in adolescent problem behavior: A family-centered approach. New York: Guilford. Dishion, T. J., & Kavanagh, K. (2003). Intervening in adolescent problem behavior: A family-centered approach. New York: Guilford.
go back to reference Frankel, F. (2003). Measuring the quality of play dates.Unpublished manuscript. Frankel, F. (2003). Measuring the quality of play dates.Unpublished manuscript.
go back to reference Frankel, F., Myatt, R., & Cantwell, D. P. (1995). Training outpatient boys to conform with the social ecology of popular peers. Journal of Clinical Child Psychology, 24, 300–310. CrossRef Frankel, F., Myatt, R., & Cantwell, D. P. (1995). Training outpatient boys to conform with the social ecology of popular peers. Journal of Clinical Child Psychology, 24, 300–310. CrossRef
go back to reference Frankel, F., Myatt, R., Cantwell, D. P., & Feinberg, D. (1997). Parent-assisted transfer of children’s social skills training: effects on children with and without attention-deficit hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1056–1064. CrossRefPubMed Frankel, F., Myatt, R., Cantwell, D. P., & Feinberg, D. (1997). Parent-assisted transfer of children’s social skills training: effects on children with and without attention-deficit hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1056–1064. CrossRefPubMed
go back to reference Gadow, K. D., & Sprafkin, J. (1994). Child Symptom Inventories manual. Stony Brook: Checkmate Plus. Gadow, K. D., & Sprafkin, J. (1994). Child Symptom Inventories manual. Stony Brook: Checkmate Plus.
go back to reference Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines: Assistance Service. Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines: Assistance Service.
go back to reference Hodgens, J. B., Cole, J., & Boldizar, J. (2000). Peer-based differences among boys with ADHD. Journal of Child Clinical Psychology, 29, 443–452. CrossRef Hodgens, J. B., Cole, J., & Boldizar, J. (2000). Peer-based differences among boys with ADHD. Journal of Child Clinical Psychology, 29, 443–452. CrossRef
go back to reference Hoza, B., Mrug, S., Pelham, W. E., Greiner, A. R., & Gnagy, E. M. (2003). A friendship intervention for children with attention-deficit/hyperactivity disorder: preliminary findings. Journal of Attention Disorders, 6, 87–98. CrossRefPubMed Hoza, B., Mrug, S., Pelham, W. E., Greiner, A. R., & Gnagy, E. M. (2003). A friendship intervention for children with attention-deficit/hyperactivity disorder: preliminary findings. Journal of Attention Disorders, 6, 87–98. CrossRefPubMed
go back to reference Hoza, B., Gerdes, A. C., Mrug, S., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al. (2005). Peer-assessed outcomes in the Multimodal Treatment Study of children with Attention Deficit Hyperactivity Disorder. Journal of Clinical Child and Adolescent Psychology, 34, 74–86. CrossRefPubMed Hoza, B., Gerdes, A. C., Mrug, S., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al. (2005). Peer-assessed outcomes in the Multimodal Treatment Study of children with Attention Deficit Hyperactivity Disorder. Journal of Clinical Child and Adolescent Psychology, 34, 74–86. CrossRefPubMed
go back to reference Hoza, B., Mrug, S., Gerdes, A. C., Bukowski, W. M., Kraemer, H. C., Wigal, T., et al. (2005). What aspects of peer relationships are impaired in children with Attention-deficit/Hyperactivity Disorder? Journal of Consulting and Clinical Psychology, 73, 411–423. CrossRefPubMed Hoza, B., Mrug, S., Gerdes, A. C., Bukowski, W. M., Kraemer, H. C., Wigal, T., et al. (2005). What aspects of peer relationships are impaired in children with Attention-deficit/Hyperactivity Disorder? Journal of Consulting and Clinical Psychology, 73, 411–423. CrossRefPubMed
go back to reference Jacobson, N. S., & Truax, P. (1991). Clinical significance: a statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting & Clinical Psychology, 59, 12–19. CrossRef Jacobson, N. S., & Truax, P. (1991). Clinical significance: a statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting & Clinical Psychology, 59, 12–19. CrossRef
go back to reference Kaufman, J., Birmaher, B., Brent, D., Rao, U., Flynn, C., Moreci, P., et al. (1997). Schedule for affective disorders and schizophrenia for school-age children-present and lifetime version (K-SADS-PL): Initial reliability and validity data. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 695–702. Kaufman, J., Birmaher, B., Brent, D., Rao, U., Flynn, C., Moreci, P., et al. (1997). Schedule for affective disorders and schizophrenia for school-age children-present and lifetime version (K-SADS-PL): Initial reliability and validity data. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 695–702.
go back to reference Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children’s early school adjustment? Child Development, 61, 1081–1100. CrossRefPubMed Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children’s early school adjustment? Child Development, 61, 1081–1100. CrossRefPubMed
go back to reference Ladd, G. W., & Hart, C. H. (1992). Creating informal play opportunities: are parents’ and preschoolers’ initiations related to children’s competence with peers? Developmental Psychology, 28, 1179–1187. CrossRef Ladd, G. W., & Hart, C. H. (1992). Creating informal play opportunities: are parents’ and preschoolers’ initiations related to children’s competence with peers? Developmental Psychology, 28, 1179–1187. CrossRef
go back to reference Mikami, A. Y., & Hinshaw, S. P. (2006). Resilient adolescent adjustment among girls: buffers of childhood peer rejection and Attention-Deficit/Hyperactivity Disorder. Journal of Abnormal Child Psychology, 26, 823–837. CrossRef Mikami, A. Y., & Hinshaw, S. P. (2006). Resilient adolescent adjustment among girls: buffers of childhood peer rejection and Attention-Deficit/Hyperactivity Disorder. Journal of Abnormal Child Psychology, 26, 823–837. CrossRef
go back to reference Mikami, A. Y., & Hinshaw, S. P. (2008). Attention-Deficit/Hyperactivity Disorder in girls. In K. McBurnett & L. J. Pfiffner (Eds.), Attention Deficit/Hyperactivity Disorder: Concepts, controversies, new directions (pp. 259–272). New York: Informa Healthcare. Mikami, A. Y., & Hinshaw, S. P. (2008). Attention-Deficit/Hyperactivity Disorder in girls. In K. McBurnett & L. J. Pfiffner (Eds.), Attention Deficit/Hyperactivity Disorder: Concepts, controversies, new directions (pp. 259–272). New York: Informa Healthcare.
go back to reference Mikami, A. Y., Lerner, M. D., & Lun, J. (in press). Social context influences on children’s rejection by their peers. Child Development Perspectives. Mikami, A. Y., Lerner, M. D., & Lun, J. (in press). Social context influences on children’s rejection by their peers. Child Development Perspectives.
go back to reference Mrug, S., Hoza, B., & Gerdes, A. C. (2001). Children with Attention-Deficit/Hyperactivity Disorder: peer relationships and peer-oriented interventions. New Directions for Child and Adolescent Development, 91, 51–77. CrossRefPubMed Mrug, S., Hoza, B., & Gerdes, A. C. (2001). Children with Attention-Deficit/Hyperactivity Disorder: peer relationships and peer-oriented interventions. New Directions for Child and Adolescent Development, 91, 51–77. CrossRefPubMed
go back to reference MTA Cooperative Group. (1999a). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1073–1086. CrossRef MTA Cooperative Group. (1999a). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1073–1086. CrossRef
go back to reference MTA Cooperative Group. (1999b). Moderators and mediators of treatment response for children with attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1088–1096. CrossRef MTA Cooperative Group. (1999b). Moderators and mediators of treatment response for children with attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1088–1096. CrossRef
go back to reference Parke, R. D., Burks, V. M., Carson, J. L., Neville, B., & Boyum, L. A. (1994). Family-peer relationships: A tripartite model. In R. D. Parke & S. G. Kellam (Eds.), Exploring family relationships with other social contexts (pp. 115–146). Hillsdale: Lawrence Erlbaum Associates. Parke, R. D., Burks, V. M., Carson, J. L., Neville, B., & Boyum, L. A. (1994). Family-peer relationships: A tripartite model. In R. D. Parke & S. G. Kellam (Eds.), Exploring family relationships with other social contexts (pp. 115–146). Hillsdale: Lawrence Erlbaum Associates.
go back to reference Pelham, W. E., Wheeler, T., & Chronis, A. M. (1998). Empirically supported psychosocial treatments for attention deficit hyperactivity disorder. Journal of Child Clinical Psychology, 27, 190–205. CrossRef Pelham, W. E., Wheeler, T., & Chronis, A. M. (1998). Empirically supported psychosocial treatments for attention deficit hyperactivity disorder. Journal of Child Clinical Psychology, 27, 190–205. CrossRef
go back to reference Pfiffner, L. J., & McBurnett, K. (1997). Social skills training with parent generalization: treatment effects for children with attention deficit disorder. Journal of Consulting and Clinical Psychology, 65, 749–757. CrossRefPubMed Pfiffner, L. J., & McBurnett, K. (1997). Social skills training with parent generalization: treatment effects for children with attention deficit disorder. Journal of Consulting and Clinical Psychology, 65, 749–757. CrossRefPubMed
go back to reference Pfiffner, L. J., Mikami, A. Y., Huang-Pollock, C. L., Easterlin, B., Zalecki, C. A., & McBurnett, K. (2007). A randomized controlled trial of integrated home-school behavioral treatment for ADHD, Predominantly Inattentive Type. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1041–1050. CrossRefPubMed Pfiffner, L. J., Mikami, A. Y., Huang-Pollock, C. L., Easterlin, B., Zalecki, C. A., & McBurnett, K. (2007). A randomized controlled trial of integrated home-school behavioral treatment for ADHD, Predominantly Inattentive Type. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1041–1050. CrossRefPubMed
go back to reference Quinn, M. M., Kavale, K. A., Mathur, S. R., Rutherford, R. B., & Forness, S. R. (1999). A meta-analysis of social skills interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7, 54–65. CrossRef Quinn, M. M., Kavale, K. A., Mathur, S. R., Rutherford, R. B., & Forness, S. R. (1999). A meta-analysis of social skills interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7, 54–65. CrossRef
go back to reference Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks: Sage Publications. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks: Sage Publications.
go back to reference Russell, A., & Finnie, V. (1990). Preschool children’s social status and maternal instructions to assist group entry. Developmental Psychology, 26, 603–611. CrossRef Russell, A., & Finnie, V. (1990). Preschool children’s social status and maternal instructions to assist group entry. Developmental Psychology, 26, 603–611. CrossRef
go back to reference Wechsler, D. (2003). Manual for the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). New York: Psychological Corporation/Harcourt Brace. Wechsler, D. (2003). Manual for the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). New York: Psychological Corporation/Harcourt Brace.
Metagegevens
Titel
Parental Influence on Children with Attention-Deficit/Hyperactivity Disorder: II. Results of a Pilot Intervention Training Parents as Friendship Coaches for Children
Auteurs
Amori Yee Mikami
Matthew D. Lerner
Marissa Swaim Griggs
Alison McGrath
Casey D. Calhoun
Publicatiedatum
01-08-2010
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 6/2010
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-010-9403-4