Effectiveness Study of Videoconferencing on Teaching Parent Training Skills to Parents of Children With Attention Deficit Hyperactivity Disorder (ADHD)
| Status: | Completed |
|---|---|
| Conditions: | Neurology, Psychiatric |
| Therapuetic Areas: | Neurology, Psychiatry / Psychology |
| Healthy: | No |
| Age Range: | 6 - 14 |
| Updated: | 4/21/2016 |
| Start Date: | April 2008 |
| End Date: | June 2009 |
The Effectiveness of Videoconferencing on Teaching Parent Training Skills to Parents of Children With ADHD
The purpose of this study is to evaluate the effectiveness of group parent training taught
through videoconferencing on ADHD treatment via a comparison between participants using
traditional face-to-face parent training sessions and a group using teleconferencing.
through videoconferencing on ADHD treatment via a comparison between participants using
traditional face-to-face parent training sessions and a group using teleconferencing.
Subjects with a primary diagnosis of ADHD between the ages of 6 and 14 years were enrolled.
All subjects were screened and assessed for psychiatric and learning disorders using
structured interviews (DICA, parent and child version, Reich et al, 2000) based on DSM IV
criteria and parent and teacher rating scales. Mothers took the Beck Depression Inventory
(BDI) to assess for depression.
Parents or primary caregivers were randomized to two treatment arms (videoconference or face
to face). Ten sessions of weekly parent training through either videoconference or
face-to-face delivery was conducted using Dr. Russell A. Barkley's manual. A non-mandatory
skill training and play group was offered to the children of both groups while parents
attended the parent training group in order to provide child care for the parents during the
training sessions.
Following outcomes will be measured to assess the effectiveness of the intervention:
Primary outcome Acceptance of the parent and children on the mode the communication as well
as parent training.
Secondary outcomes:
1. Parent-child relations measured by the Parent Child Relationship Questionnaire (PCQ)
2. The Vanderbilt Assessment Scale (parent & teacher versions), Children Global Assessment
Scale (CGAS), Clinical Global Impression- Severity score (CGI-S), and Clinical Global
Impression-Improvement Scores (CGI-I) assessed the severity of core symptoms of ADHD
and oppositional/aggressive symptoms.
3. The parent and teacher-rated versions of the Social Skills Rating System (SSRS)
assessed social skills.
All subjects were screened and assessed for psychiatric and learning disorders using
structured interviews (DICA, parent and child version, Reich et al, 2000) based on DSM IV
criteria and parent and teacher rating scales. Mothers took the Beck Depression Inventory
(BDI) to assess for depression.
Parents or primary caregivers were randomized to two treatment arms (videoconference or face
to face). Ten sessions of weekly parent training through either videoconference or
face-to-face delivery was conducted using Dr. Russell A. Barkley's manual. A non-mandatory
skill training and play group was offered to the children of both groups while parents
attended the parent training group in order to provide child care for the parents during the
training sessions.
Following outcomes will be measured to assess the effectiveness of the intervention:
Primary outcome Acceptance of the parent and children on the mode the communication as well
as parent training.
Secondary outcomes:
1. Parent-child relations measured by the Parent Child Relationship Questionnaire (PCQ)
2. The Vanderbilt Assessment Scale (parent & teacher versions), Children Global Assessment
Scale (CGAS), Clinical Global Impression- Severity score (CGI-S), and Clinical Global
Impression-Improvement Scores (CGI-I) assessed the severity of core symptoms of ADHD
and oppositional/aggressive symptoms.
3. The parent and teacher-rated versions of the Social Skills Rating System (SSRS)
assessed social skills.
Inclusion Criteria:
- DSM-IV criteria for any subtype of ADHD.
- ADHD must be the primary diagnosis if there is comorbidity.
Exclusion Criteria:
- Subjects with significant medical conditions, which are not stable on current
outpatient treatment regimen.
- Subjects with severe psychiatric disorders (i.e., bipolar disorder, autism,
schizophrenia, major depression).
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