International Journal of Behavioral Sciences

International Journal of Behavioral Sciences

Impact of Parental Behavior Training for Mothers of Children with ADHD on Reducing Aggression and Maladaptive Behavior in their Children

Document Type : Original Article

Authors
Mohsen Amiri 1
Mahdis Norouzi 2
Faeze Rostamian 2
Maryam Pasiaz 3
somaye Tavasolian-Ghomashchi 2
Ehsan Malahmadi 4
1 Department of Psychology, University of Zanjan, Zanjan, Iran
2 Department of Psychology, Faculty of Education and Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran
3 Department of Psychology, Faculty of Education and Psychology, Yazd Branch, Islamic Azad University, Yazd, Iran
4 Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
10.30491/ijbs.2023.397040.1958
Abstract
Introduction: Attention Deficit/Hyperactivity Disorder (ADHD) is a prevalent childhood disorder that affects millions of children worldwide. This neurodevelopmental disorder is characterized by symptoms such as inattention, hyperactivity, and impulsivity, which can significantly impact a child's daily functioning and academic performance. This article focuses on the effectiveness of behavioral training for mothers of boys with ADHD. The study examines how training sessions can reduce parenting stress, decrease externalizing behaviors, and improve behavioral functioning in children with ADHD. The importance of this research lies in the fact that ADHD and externalizing problems are among the most common childhood disorders, making it crucial to find effective interventions that can support both parents and children in managing these challenges. By providing evidence-based behavioral training to mothers, the study aims to enhance parental skills in dealing with ADHD symptoms and promote positive behavioral outcomes in children.
Method: This study utilized a quasi-experimental design with pre-test and post-test measures and a control group. The participants were male students with ADHD (Combined type) and their mothers. The sample consisted of 30 mothers who were selected through convenience sampling and divided into experimental and control groups. Data was collected using the Children Adaptive Behavior in Home Questionnaire (1993), the Child Behavior Checklist (2001), and the SNAP-IV (1994). Both groups completed the Child Behavior Checklist and Children Adaptive Behavior in Home Questionnaire. The experimental group received nine ninety-minute sessions of parental behavior training while the control group continued with their usual routines. As for the experimental group, they were trained using Barkley's Parent Training Program (1997). Barkley's Parent Training Program is a behavioral program designed to educate parents and has been shown through empirical evidence to be effective in reducing behavior problems in children with ADHD or Oppositional Defiant Disorder (ODD). After the training, both groups completed the same questionnaires as post-tests. The obtained data was entered into SPSS-16 and analyzed using t-test and analysis of covariance.
Results: The study found that Barkley's Parent Training Program was effective in reducing behavior problems in children with ADHD. Specifically, it improved their behavior at home and decreased their aggression. The program was particularly effective for children whose mothers participated in the experimental group compared to those in the control group. The results were statistically significant, with a p-value of 0.001 for improving the behavior of children at home and 0.05 for aggression reduction.
Conclusion: The current study suggests that Barkley's parental training is an effective way to enhance the self-control of children with ADHD. This can be achieved by altering the way parents interact with and model behavior for their children with ADHD. As a result, it led to a decrease in behavioral issues and aggression among children with ADHD.
Keywords
ADHD
Behavior Parent Training
Maladaptive Behavior
Aggression
  1. Thapar A, Cooper M, Jefferies R, Stergiakouli E. What causes attention deficit hyperactivity disorder? Archives of disease in childhood. 2012;97(3):260-5.
  2. Thomas R, Sanders S, Doust J, Beller E, Glasziou P. Prevalence of attention-deficit/hyperactivity disorder: a systematic review and meta-analysis. Pediatrics. 2015;135(4):e994-e1001.
  3. Asken MJ, Grossman D, Christensen LW. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. Arlington, VA: American Psychiatric Pub-lishing, 2013. Archibald, Herbert C., and Read D. Tuddenham.“Persistent Stress Reac-tion after Combat: A 20-Year Follow-Up.” Archives of General Psy. Therapy. 2007;45(10):2317-25.
  4. Leitch S, Sciberras E, Post B, Gerner B, Rinehart N, Nicholson JM, et al. Experience of stress in parents of children with ADHD: A qualitative study. International journal of qualitative studies on health and well-being. 2019;14(1):1690091.
  5. Wüstner A, Otto C, Schlack R, Hölling H, Klasen F, Ravens-Sieberer U. Risk and protective factors for the development of ADHD symptoms in children and adolescents: Results of the longitudinal BELLA study. PloS one. 2019;14(3):e0214412.
  6. Millichap JG. Attention deficit hyperactivity disorder handbook: A physician's guide to ADHD: Springer; 2010.
  7. Lambez B, Harwood-Gross A, Golumbic EZ, Rassovsky Y. Non-pharmacological interventions for cognitive difficulties in ADHD: A systematic review and meta-analysis. Journal of psychiatric research. 2020;120:40-55.
  8. Craig F, Savino R, Fanizza I, Lucarelli E, Russo L, Trabacca A. A systematic review of coping strategies in parents of children with attention deficit hyperactivity disorder (ADHD). Research in developmental disabilities. 2020;98:103571.
  9. Heilmann A, Mehay A, Watt RG, Kelly Y, Durrant JE, van Turnhout J, et al. Physical punishment and child outcomes: A narrative review of prospective studies. The Lancet. 2021;398(10297):355-64.
  10. Legano LA, Desch LW, Messner SA, Idzerda S, Flaherty EG, ABUSE COC, et al. Maltreatment of children with disabilities. Pediatrics. 2021;147(5).
  11. Amiri M, Behpajooh A. The effect of behavior parent training to mothers of children with Attention Deficit Hyperactivity Disorder. International Journal of Behavioral Sciences. 2016;9(4):220-6.
  12. Cunningham CE. A family-centered approach to planning and measuring the outcome of interventions for children with attention-deficit/hyperactivity disorder. Journal of Pediatric Psychology. 2007;32(6):676-94.
  13. Pliszka SR. Treating ADHD and comorbid disorders: Psychosocial and psychopharmacological interventions: Guilford Press; 2009.
  14. Hornstra R, Van der Oord S, Staff AI, Hoekstra PJ, Oosterlaan J, Van der Veen-Mulders L, et al. Which techniques work in behavioral parent training for children with ADHD? A randomized controlled microtrial. Journal of Clinical Child & Adolescent Psychology. 2021;50(6):888-903.
  15. Jalilvand M, Bagheri F, Nikmanesh Z. The Influence of Positive Parenting Training on Improving Behavioral Function and Impulsivity in Children Suffering From Attention-Deficit/Hyperactivity Disorder. International Journal of Medical Toxicology and Forensic Medicine. 2022;12(1):35740-.
  16. Sonuga-Barke EJ, Daley D, Thompson M. Does maternal ADHD reduce the effectiveness of parent training for preschool children's ADHD? Journal of the American Academy of Child & Adolescent Psychiatry. 2002;41(6):696-702.
  17. Webster-Stratton CH, Reid MJ, Beauchaine T. Combining parent and child training for young children with ADHD. Journal of Clinical Child & Adolescent Psychology. 2011;40(2):191-203.
  18. Costa DS, Paula JJd, Malloy-Diniz LF, Romano-Silva MA, Miranda DM. Parent SNAP-IV rating of attention-deficit/hyperactivity disorder: accuracy in a clinical sample of ADHD, validity, and reliability in a Brazilian sample. Jornal de pediatria. 2019;95:736-43.
  19. Lolk A. Neurokognitive lidelser. Diagnostic and Statistical Manual of Mental Disorders: American Psychiatric Association; 2013.
  20. Barkley R. Defiant Children: A Clinician’s Manual for Assessment and Parent Training. edn n, editor. New York: Guilford, ; 1997.
  21. Costa D.S, Paula J. J, Malloy-Diniz L. F, Romano-Silva M. A, & Miranda D. M. Parent SNAP-IV rating of attention-deficit/hyperactivity disorder: accuracy in a clinical sample of ADHD, validity, and reliability in a Brazilian sample. Jornal de pediatria. 2019;95:736-43.[ DOI.org/10.1016/j.jped.2018.06.014]
  22. Achenbach TM. Integrative guide for the 1991 CBCL/4-18, YSR, and TRF profiles. (No Title). 1991.
  23. Minaee E. Normalization of measurement systems based on experience Eschenbach. Tehran: Exceptional Children Organization Publication. 2009.
  24. Wigal SB, Gupta S. Reliabillty and Valldity of the SKAMP Rating Scale ln a Laboratory School Setting. 1998.
  25. Murray DW, Bussing R, Fernandez M, Hou W, Garvan CW, Swanson JM, et al. Psychometric properties of teacher SKAMP ratings from a community sample. Assessment. 2009;16(2):193-208.
  26. McBurnett K, Swanson J, Pfiffner L, Tamm L. A measure of ADHD-related classroom impairment based on targets for behavioral intervention. Journal of Attention Disorders. 1997;2(2):69-76.
  27. Barkley RA, Fischer M, Edelbrock CS, Smallish L. The adolescent outcome of hyperactive children diagnosed by research criteria: I. An 8-year prospective follow-up study. Journal of the American Academy of Child & Adolescent Psychiatry. 1990;29(4):546-57.
  28. Houck G, Kendall J, Miller A, Morrell P, Wiebe G. Self-concept in children and adolescents with attention deficit hyperactivity disorder. Journal of pediatric nursing. 2011;26(3):239-47.

 

 

International Journal of Behavioral Sciences
Volume 17, Issue 3
Autumn 2023
Pages 127-132