Parent-assisted transfer of children's social skills training: Effects on children with and without attention-deficit hyperactivity disorder
Parent-assisted transfer of children's social skills training: Effects on children with and without attention-deficit hyperactivity disorder
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DOI：
10.1097/00004583-199708000-00013
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发表时间：
1997-08-01
影响因子：
13.3
通讯作者：
Feinberg, DT
中科院分区：
文献类型：
--
作者：
Frankel, F;Myatt, R;Feinberg, DT
目的：以往的研究表明，同伴排斥是许多注意力缺陷多动障碍（ADHD）儿童临床表现的重要组成部分。治疗干预的结果研究通常未能显示治疗收益的家庭和教室的泛化。这对于患有共病对立违抗性障碍（ODD）的儿童尤其如此。本研究的目的是证明泛化的门诊社交技能培训计划时，父母接受培训的技能，他们的孩子的社会适应。方法：对35例ADHD患儿和14例非ADHD患儿进行12次治疗（治疗组）。结果进行了比较，12名儿童多动症和12名儿童没有多动症谁是在等待名单远治疗（等待名单组）。19名患有ODD的儿童在治疗组中，5名在等待名单中。为所有ADHD儿童开了刺激性药物。结果如下：ADHD受试者在所有老师和家长报告的同伴适应和社交技能指标上的改善与无ADHD受试者相当，但老师报告的退缩除外。ODD儿童的结局与非ODD儿童相当。效应量范围为0.93 - 1.34，表明平均治疗组受试者在结局指标上优于83.4%的等待名单受试者。结论：目前的研究结果表明，ADHD儿童最好通过自己的社交技能训练，父母的辅助训练和兴奋剂药物的组合来帮助。
Objective: Previous research has demonstrated that peer rejection is a significant part of the clinical presentation of many children with attention-deficit hyperactivity disorder (ADHD). Outcome studies of treatment interventions have typically failed to show generalization of treatment gains to the home and classroom. This has been especially true for children who have comorbid oppositional defiant disorder (ODD). The present study was intended to demonstrate generalization of an outpatient social skills training program when parents were trained in skills relevant to their child's social adjustment. Method: Thirty-five children with ADHD and 14 children without ADHD were given 12 sessions of treatment (treatment group). Outcome was compared with 12 children with ADHD and 12 children without ADHD who were on a waitlist far treatment (waitlist group). Nineteen children with ODD were in the treatment group and five in the waitlist. Stimulant medication was prescribed for all children with ADHD. Results: Subjects with ADHD showed improvement comparable with that of subjects without ADHD on all teacher- and parent-reported measures of peer adjustment and social skills, except teacher-reported withdrawal. Children with ODD had outcome comparable with that of children without ODD. Effect sizes ranged from 0.93 to 1.34, indicating that the average treatment group subject was better off than 83.4% of waitlist subjects on outcome measures. Conclusions: The present results suggest that children with ADHD are best helped by a combination of social skills training for themselves, collateral training for their parents, and stimulant medication.