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Parenting interventions for ADHD: a systematic literature review and meta-analysis

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journal contribution
posted on 23.09.2016 by Janine Coates, John A. Taylor, Kapil Sayal
Objective: To evaluate the evidence base relating to the effectiveness of parent-administered behavioral interventions for ADHD. Method: A systematic review of randomized controlled trials or non-randomized but adequately controlled trials for children with ADHD or high levels of ADHD symptoms was carried out across multiple databases. For meta-analyses, the most proximal ratings of child symptoms were used as the primary outcome measure. Results: Eleven studies met inclusion criteria (603 children, age range = 33-144 months). Parenting interventions were associated with reduction in ADHD symptoms (Standardized Mean Difference [SMD] = 0.68; 95% confidence interval [CI] [0.32, 1.04]). There was no evidence of attenuation of effectiveness after excluding studies where medication was also used. Parenting interventions were also effective for comorbid conduct problems (SMD = 0.59; 95% CI [0.29, 0.90]) and parenting self-esteem (SMD = 0.93; 95% CI [0.48, 1.39]). Conclusion: These findings support clinical practice guidelines and suggest that parenting interventions are effective. There is a need to ensure the availability of parenting interventions in community settings.

Funding

This work was supported by funding as part of the National Institute for Health Research (NIHR) Collaborations for Leadership in Applied Health Research and Care (CLAHRC) Nottinghamshire, Derbyshire, and Lincolnshire, funded by a central grant from the NIHR and Nottinghamshire Healthcare NHS (National Health Service) Trust, University of Nottingham, and other Trusts in CLAHRC.

History

School

  • Sport, Exercise and Health Sciences

Published in

Journal of Attention Disorders

Volume

19

Issue

10

Pages

831 - 843

Citation

COATES, J., TAYLOR, J.A. and SAYAL, K., 2015. Parenting interventions for ADHD: a systematic literature review and meta-analysis. Journal of Attention Disorders, 19 (10), pp. 831-843.

Publisher

© SAGE Publications

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2015

Notes

This paper was accepted for publication in the journal Journal of Attention Disorders and the definitive published version is available at http://dx.doi.org/10.1177/1087054714535952

ISSN

1087-0547

eISSN

1557-1246

Language

en

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