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1- Department of Psychology, ToJ.C., Islamic Azad University, Torbat Jam, Iran
2- Department of Psychology, ToJ.C., Islamic Azad University, Torbat Jam, Iran ,mh.bayazi@iau.ac.ir
3- Department of Psychiatry, MMS.C., Islamic Azad University, Mashhad, Iran
2- Department of Psychology, ToJ.C., Islamic Azad University, Torbat Jam, Iran ,
3- Department of Psychiatry, MMS.C., Islamic Azad University, Mashhad, Iran
Abstract: (43 Views)
Although both Parent–Child Interaction Therapy (PCIT) and Parent Management Training (PMT) are evidence-based interventions for preschool children with 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. The current research was designed as an applied, quasi-experimental clinical study using a pretest–posttest design with a parallel control group. The study population comprised parents of children between 3 and 7 years of age diagnosed with attention-deficit/hyperactivity disorder (ADHD) who attended psychological and psychiatric clinics as well as mental health centers in Mashhad. 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 three 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 was administered the training experiment (PCIT) according to the treatment plan of Eyberg et al. (2001) derived from the research of Abbasi and Neshat Doost (2013) during 7 90-minute sessions. The second group was subjected to a training experiment (PMT) according to the Kazdin model (2008) based on the research of Divargar and Tehrani (2023) during 6 90-minute sessions. Following the completion of the intervention period, parents in both the intervention and control groups completed the study questionnaires for a second time under the supervision of a psychologist. The resulting data were analyzed using SPSS, with analysis of covariance (ANCOVA) and repeated-measures analysis of variance (RM-ANOVA) employed to evaluate treatment effects across groups and measurement occasions. 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 two-month follow-up (p<0.000, F=18.59, η²=0.686). To identify specific differences between measurement points while controlling for Type I error, Bonferroni-corrected post hoc comparisons were applied. The analysis demonstrated that for the behavioral problems, the mean of the total corrected scores in the test groups of PCIT and PMT in 3 stages of pretest, posttest, and a 2-month follow-up were reduced from (106.47, 110.82) to (70.73, 73.00) and finally (75.00, 87.43), respectively. The results of the pairwise comparisons indicated statistically significant differences between the groups (p < .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 the optimization of early behavioral interventions.
Keywords: Attention Deficit Hyperactivity Disorder (ADHD), Parent Training Based on Parent-Child Interaction Therapy (PCIT) Protocol, Parent Management Training (PMT), Behavioral Problems.
Type of Study: Original Research Article |
Subject:
Family and group therapy
Received: 2026/06/18 | Accepted: 2026/08/1
Received: 2026/06/18 | Accepted: 2026/08/1
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