Impact of a cognitively-enhanced behavioural parent training program for parents and teachers of children with ADHD

Abstract

ADHD is a common neurodevelopmental disorder that is known to jeopardize children’s social, emotional, and academic wellness. Behavioural Parent Training (BPT), where parents are taught strategies for managing children’s ADHD symptoms and behaviour, is an evidence-based intervention for childhood ADHD. However, BPT programs focus primarily on behaviour and do not address the way parents are thinking about their children, in spite of the influence parent cognitions have on parenting approach and behaviour. This study investigates outcomes of a BPT program that targets parents’ and teachers’ cognitions, specifically their self-efficacy and attributions, as well as their behaviour. Data collection involved a pilot sample of 16 parents and teachers (one parent group and two teacher groups) of children with ADHD. Data were analyzed using a repeated measures MANOVA, a repeated measures ANCOVA, and a linear regression, to assess trends in the data and effect sizes. ADHD symptoms decreased as reported by both parents and teachers throughout the course of the intervention, and results were mixed regarding cognitive change. Attributions predicted symptom change for parents but not teachers. These results indicate a promising intervention and raise interesting questions for future research.