Parental influence on children with attention-deficit/hyperactivity disorder: II. Results of a pilot intervention training parents as friendship coaches for children.
Parental influence on children with attention-deficit/hyperactivity disorder: II. Results of a pilot intervention training parents as friendship coaches for children.
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父母对注意力缺陷/多动障碍儿童的影响：II。
DOI：
10.1007/s10802-010-9403-4
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发表时间：
2010
影响因子：
3.6
通讯作者：
Calhoun,CaseyD
中科院分区：
文献类型：
--
作者：
Mikami,AmoriYee;Lerner,MatthewD;Griggs,MarissaSwaim;McGrath,Alison;Calhoun,CaseyD
我们报告了一项试验性干预的结果，该干预训练父母成为他们患有注意力缺陷/多动障碍（ADHD）的孩子的“友谊教练”。62名ADHD儿童（年龄6-10岁; 68%为男性）的父母被随机分配接受父母友谊教练（PFC）干预，或进入无治疗对照组。62名无ADHD儿童的家庭被纳入作为规范性比较。PFC是在八个，90分钟的会议管理的父母;有没有儿童治疗的组成部分。父母们被教导要安排一个社会环境，在这个环境中，他们的孩子最有可能发展良好的同伴关系。PFC的接收预测儿童的社交技能和友谊质量的父母报告的玩伴，同伴的接受和拒绝不知道治疗状态的教师报告的改善。PFC还预测增加观察到的父母的便利和纠正反馈，并减少批评在儿童的同伴互动，介导儿童的同伴关系的改善。然而，没有发现PFC的影响上的游戏日期主办的数量或教师报告的儿童社交技能。研究结果为针对父母行为以解决儿童同伴问题的治疗模式提供了初步支持。
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.
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