Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

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

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.

vorige artikel Parental Influence on Children with Attention-Deficit/Hyperactivity Disorder: I. Relationships Between Parent Behaviors and Child Peer Status

volgende artikel Longitudinal Associations Between Perceived Parent-Child Relationship Quality and Depressive Symptoms in Adolescence

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.

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).

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.

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

Achenbach, T. M. (1991a). Manual for child behavior checklist and revised child behavior profile. Burlington: University Associates in Psychiatry.

Achenbach, T. M. (1991b). Manual for teacher’s report form and 1991 profile. Burlington: University Associates in Psychiatry.

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

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. (2006). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York: Guilford.

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

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

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

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

Conners, C. K. (2001). Conners’ Rating Scales-Revised technical manual. New York: Multi-Health Systems Inc.

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

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., & Kavanagh, K. (2003). Intervening in adolescent problem behavior: A family-centered approach. New York: Guilford.

Frankel, F. (2003). Measuring the quality of play dates.Unpublished manuscript.

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., & 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

Gadow, K. D., & Sprafkin, J. (1994). Child Symptom Inventories manual. Stony Brook: Checkmate Plus.

Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines: Assistance Service.

Hodgens, J. B., Cole, J., & Boldizar, J. (2000). Peer-based differences among boys with ADHD. Journal of Child Clinical Psychology, 29, 443–452.CrossRef

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., 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., 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

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

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.

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., & 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

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. (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., Lerner, M. D., & Lun, J. (in press). Social context influences on children’s rejection by their peers. Child Development Perspectives.

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

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. (1999b). Moderators and mediators of treatment response for children with attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1088–1096.CrossRef

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.

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

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., 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

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

Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks: Sage Publications.

Russell, A., & Finnie, V. (1990). Preschool children’s social status and maternal instructions to assist group entry. Developmental Psychology, 26, 603–611.CrossRef

Wechsler, D. (2003). Manual for the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). New York: Psychological Corporation/Harcourt Brace.

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

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2010

Longitudinal Associations Between Perceived Parent-Child Relationship Quality and Depressive Symptoms in Adolescence

The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Parental Influence on Children with Attention-Deficit/Hyperactivity Disorder: I. Relationships Between Parent Behaviors and Child Peer Status

Active Defending and Passive Bystanding Behavior in Bullying: The Role of Personal Characteristics and Perceived Peer Pressure

Latent Class Analysis of Antisocial Behavior: Interaction of Serotonin Transporter Genotype and Maltreatment