چهارشنبه 6 آبان 1405
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دوره 14، شماره 4 - ( 8-1405 )
جلد 14 شماره 4 صفحات 376-357 |
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Hamidi M, Bayazi M H, Mirzadeh M, Teymori S. Comparing Parent-child Interaction Therapy-based Parent Training and Parent Management Training for Behavioral Problems in Children With Attentiondeficit/hyperactivity Disorder. Pract Clin Psychol 2026; 14 (4) :357-376
URL: http://jpcp.uswr.ac.ir/article-1-1112-fa.html
URL: http://jpcp.uswr.ac.ir/article-1-1112-fa.html
Comparing Parent-child Interaction Therapy-based Parent Training and Parent Management Training for Behavioral Problems in Children With Attentiondeficit/hyperactivity Disorder. Practice in Clinical Psychology. 1405; 14 (4) :357-376
چکیده: (1161 مشاهده)
Objective: Although both parent-child interaction therapy (PCIT) and parent management training (PMT) are evidence-based interventions for preschool children with attention-deficit/hyperactivity disorder (ADHD), direct comparative evidence regarding their relative effectiveness remains limited. This study compared the clinical effectiveness of these two interventions in reducing behavioral problems under identical treatment conditions.
Methods: The current research was designed as an applied, quasi-experimental clinical study using a pre-test-post-test design with a parallel control group. The study population comprised parents of children between 3 and 7 years of age diagnosed with ADHD, who attended psychological and psychiatric clinics as well as mental health centers in Mashhad City, Iran. Convenience sampling was used due to the limited target population and access to patients. A confirmed diagnosis of ADHD was made according to DSM-5 criteria established by a licensed child psychiatrist or clinical psychologist. The final sample included 54 participants, who were randomly allocated in equal numbers to 3 study arms: the PCIT group (n=18), the PMT group (n=18), and the control group (n=18). After randomization, baseline data were collected through questionnaires completed by the participating parents. The first group received the training experiment (PCIT) according to the treatment plan of Eyberg et al. (2001), derived from the research of Abbasi and Neshat Doost (2013), over seven 90-minute sessions. The second group received a training experiment (PMT) based on the Kazdin model (2008) and Divargar and Tehrani (2023) during six 90-minute sessions. After the intervention period, parents in both the intervention and control groups completed the study questionnaires a second time under a psychologist’s supervision. The resulting data were analyzed using SPSS, with analysis of covariance and repeated-measures analysis of variance employed to evaluate treatment effects across groups and measurement occasions.
Results: Both interventions significantly improved behavioral outcomes compared with the control group (P<0.05). However, PCIT produced greater improvements than PMT, with larger effect sizes and more sustained treatment gains at the 2-month follow-up (P<0.001, F=18.59, η²=0.686). To identify specific differences between measurement points while controlling for type I error, we applied Bonferroni-corrected post hoc comparisons. The analysis demonstrated that for the behavioral problems, the mean of the total corrected scores in the test groups of PCIT and PMT in the 3 stages of pre-test, post-test, and a 2-month follow-up were reduced from (106.47, 110.82) to (70.73, 73) and finally (75, 87.43), respectively.
Conclusion: The pairwise comparisons showed statistically significant differences between groups (P<0.001). These findings provide novel comparative evidence supporting PCIT as a particularly effective parent-training intervention for preschool children with ADHD. The results have important clinical implications for evidence-based treatment selection and optimizing early behavioral interventions.
Methods: The current research was designed as an applied, quasi-experimental clinical study using a pre-test-post-test design with a parallel control group. The study population comprised parents of children between 3 and 7 years of age diagnosed with ADHD, who attended psychological and psychiatric clinics as well as mental health centers in Mashhad City, Iran. Convenience sampling was used due to the limited target population and access to patients. A confirmed diagnosis of ADHD was made according to DSM-5 criteria established by a licensed child psychiatrist or clinical psychologist. The final sample included 54 participants, who were randomly allocated in equal numbers to 3 study arms: the PCIT group (n=18), the PMT group (n=18), and the control group (n=18). After randomization, baseline data were collected through questionnaires completed by the participating parents. The first group received the training experiment (PCIT) according to the treatment plan of Eyberg et al. (2001), derived from the research of Abbasi and Neshat Doost (2013), over seven 90-minute sessions. The second group received a training experiment (PMT) based on the Kazdin model (2008) and Divargar and Tehrani (2023) during six 90-minute sessions. After the intervention period, parents in both the intervention and control groups completed the study questionnaires a second time under a psychologist’s supervision. The resulting data were analyzed using SPSS, with analysis of covariance and repeated-measures analysis of variance employed to evaluate treatment effects across groups and measurement occasions.
Results: Both interventions significantly improved behavioral outcomes compared with the control group (P<0.05). However, PCIT produced greater improvements than PMT, with larger effect sizes and more sustained treatment gains at the 2-month follow-up (P<0.001, F=18.59, η²=0.686). To identify specific differences between measurement points while controlling for type I error, we applied Bonferroni-corrected post hoc comparisons. The analysis demonstrated that for the behavioral problems, the mean of the total corrected scores in the test groups of PCIT and PMT in the 3 stages of pre-test, post-test, and a 2-month follow-up were reduced from (106.47, 110.82) to (70.73, 73) and finally (75, 87.43), respectively.
Conclusion: The pairwise comparisons showed statistically significant differences between groups (P<0.001). These findings provide novel comparative evidence supporting PCIT as a particularly effective parent-training intervention for preschool children with ADHD. The results have important clinical implications for evidence-based treatment selection and optimizing early behavioral interventions.
نوع مطالعه: پژوهشي |
موضوع مقاله:
خانواده و گروه درماني
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