[PS1-1A-1] Effects of Behavioral Treatment on Children and Mothers with ADHD
Children with attention-deficit hyperactivity disorder (ADHD) require intensive treatments to remediate functional impairment and promote the development of adaptive skills. There is substantial support for three behavioral approaches to ADHD—parent training, school intervention, and summer treatment program (STP), which is the only evidence based child-focused intervention.
STP intervention components include a reward and response-cost point system, time-out, use of antecedent control (clear commands, establishment of rules) and praise and reward for appropriate behavior. During STP, about a half of parents also participate in parent training program to learn how to implement similar procedures within the home setting.
In 2005, we started STP based on methods established by Prof. Pelham for children with ADHD in Kurume, Japan. A total of 291 children ranging age from 6 to 12 years participated in 12 years without any dropout. We have reported the positive effects of 2 weeks STP on behavioral changes in multiple domains of functioning, improvement of cognitive functions, and neural enhancing effects evaluated by NIRS. We started 1-week STP from 2015 and a Parenting Resilience Questionnaire (PRQ) measuring resiliency in rearing children with developmental disorders (Suzuki & Inagaki, PloS One 2015) was also evaluated before and after 1-week STP. The results of behavioral changes and PRQ of 1 week will be presented in my talk.
An important long-term benefit of the STP is that student counselors and teachers have the opportunity to learn fundamental skills for behavioral management that they can then carry forward in their work with children. The 1-week STP has been conducted for several years in 2 other areas in Japan. This work was supported by Intramural Research Grant (28-7) for Neurological and Psychiatric Disorders of NCNP, Japan.
STP intervention components include a reward and response-cost point system, time-out, use of antecedent control (clear commands, establishment of rules) and praise and reward for appropriate behavior. During STP, about a half of parents also participate in parent training program to learn how to implement similar procedures within the home setting.
In 2005, we started STP based on methods established by Prof. Pelham for children with ADHD in Kurume, Japan. A total of 291 children ranging age from 6 to 12 years participated in 12 years without any dropout. We have reported the positive effects of 2 weeks STP on behavioral changes in multiple domains of functioning, improvement of cognitive functions, and neural enhancing effects evaluated by NIRS. We started 1-week STP from 2015 and a Parenting Resilience Questionnaire (PRQ) measuring resiliency in rearing children with developmental disorders (Suzuki & Inagaki, PloS One 2015) was also evaluated before and after 1-week STP. The results of behavioral changes and PRQ of 1 week will be presented in my talk.
An important long-term benefit of the STP is that student counselors and teachers have the opportunity to learn fundamental skills for behavioral management that they can then carry forward in their work with children. The 1-week STP has been conducted for several years in 2 other areas in Japan. This work was supported by Intramural Research Grant (28-7) for Neurological and Psychiatric Disorders of NCNP, Japan.