Kort- og langtidseffekter av foreldrebasertetiltak for førskolebarn med eller i fare for ADHD: Systematisk oversikt og metaanalyse

Short- and Long-Term Effects of Parent Training for Preschool Children With or at Risk of ADHD: A Systematic Review and Meta-Analysis

Forfattere
Rimestad, M. L. Lambek, R. Christiansen, H. Z. Hougaard, E.
Årstall
2016
Tidsskrift
Journal of Attention Disorders
Volum
14
Sider
14
OBJECTIVE: The aim of the study was to synthesize the evidence of parent training (PT) as an early intervention for preschool children aged 2.5 to 6 years with ADHD or ADHD symptoms. METHOD: A systematic review and meta-analysis was conducted. RESULTS: Sixteen studies including 1,003 children were analyzed. Parent-rated outcomes revealed moderate effect sizes (ESs; Hedges' g) of 0.51 for ADHD symptoms, 0.4 for conduct problems, and 0.63 for negative parenting. Based on independent assessment, results were only significant for negative parenting. Parent-rated outcomes were sustained at follow-ups of 3 to 12 months. Program type, intervention modality, and child diagnostic status did not moderate the effect. CONCLUSION: PT was partially supported as an efficacious intervention for preschool children with ADHD or ADHD symptoms with moderate ESs on parent-rated outcomes, but no significant results on independently assessed ADHD symptoms. Copyright © The Author(s) 2016.

Oversett med Google Translate
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Tiltaksnivå

Tidlig innsats

Behandling og hjelpetiltak

Tema

Psykiske vansker og lidelser

ADHD

Tiltak

Psykologiske behandlingsmetoder

Foreldreveiledning/-terapi (feks COS, ICDP)

Aldersgruppe

Barn i førskolealder (3-5 år)

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