Volume 3, Issue 1 (6-2019)
JSBCH 2019, 3(1): 349-359 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Yaghmaei S, Malekpour M, Ghamarani A. The Effectiveness of Barkley's Parent Training on Social Skills of Students with Attention Deficit/Hyperactivity Disorder. JSBCH 2019; 3 (1) :349-359
URL: http://sbrh.ssu.ac.ir/article-1-106-en.html
URL: http://sbrh.ssu.ac.ir/article-1-106-en.html
1- Faculty of Psychology and Educational Sciences, Islamic Azad University, Yazd Branch, Yazd, Iran.
2- Faculty of Psychology and Educational Sciences, Isfahan University, Isfahan, Iran. ,mokhtarrmalekpour@yahoo.com
3- Faculty Member of the Department of Psychology and Children with Special Needs, Isfahan University, Isfahan, Iran.
2- Faculty of Psychology and Educational Sciences, Isfahan University, Isfahan, Iran. ,
3- Faculty Member of the Department of Psychology and Children with Special Needs, Isfahan University, Isfahan, Iran.
Abstract: (2908 Views)
Background: Attention Deficit Hyperactivity Disorder (ADHD) damages the children’s communicative and social performance. Therefore, the present study was conducted to investigate the effectiveness of Barkley’s parental training on social skills of students with ADHD.
Methods: This random trial was conducted on primary school students with ADHD in Isfahan in academic year 2016 - 2017. As a result, 40 students with ADHD were selected from primary school students with ADHD via clustered random sampling method and were randomly categorized into case and control groups. The parents in the case group received fifteen sixty-minute therapeutic interventions in two months. The applied questionnaires included ADHD questionnaire and social skills questionnaire. The data were analyzed using ANCOVA method.
Results: The results showed that Barkley’s parental training had significant effect on social skills of students with ADHD (P-value < 0.001) so that this therapy could improve social skills in ADHD students.
Conclusion: According to the findings, it can be concluded that Barkley’s parental training can be applied as an efficient treatment to improve social skills of ADHD children by modifying parents’ interactional and parental model.
Methods: This random trial was conducted on primary school students with ADHD in Isfahan in academic year 2016 - 2017. As a result, 40 students with ADHD were selected from primary school students with ADHD via clustered random sampling method and were randomly categorized into case and control groups. The parents in the case group received fifteen sixty-minute therapeutic interventions in two months. The applied questionnaires included ADHD questionnaire and social skills questionnaire. The data were analyzed using ANCOVA method.
Results: The results showed that Barkley’s parental training had significant effect on social skills of students with ADHD (P-value < 0.001) so that this therapy could improve social skills in ADHD students.
Conclusion: According to the findings, it can be concluded that Barkley’s parental training can be applied as an efficient treatment to improve social skills of ADHD children by modifying parents’ interactional and parental model.
Type of Study: Original Article |
Subject:
Psychology
Received: 2018/12/7 | Accepted: 2019/06/3 | Published: 2019/07/14
Received: 2018/12/7 | Accepted: 2019/06/3 | Published: 2019/07/14
References
1. Asli Azad M, Faramarzi, S, Arefi, M, Farhadi T, Fakkar, AS. The effectiveness of meta-cognitive knowledge on reduced hyperactivity and improved attention in children afflicted with attention deficit and hyperactivity disorder (ADHD) in the primary school. Advances in Cognitive Science. 2014;16(1):49-57. [Persian]
2. Keute M, Krauel K, Heinze HJ, Stenner MP. Intact automatic motor inhibition in attention deficit hyperactivity disorder. Cortex. 2018; 109: 215-225. [DOI:10.1016/j.cortex.2018.09.018] [PMID]
3. Tandon M, Pergjika A. Attention deficit hyperactivity disorder in preschool-age children. Child and Adolescent Psychiatric Clinics. 2017; 26(3): 523-538. [DOI:10.1016/j.chc.2017.02.007] [PMID]
4. Magnin E, Maurs C. Attention-deficit/hyperactivity disorder during adulthood. Revue Neurologique. 2017;173(7-8):506-515. [DOI:10.1016/j.neurol.2017.07.008] [PMID]
5. Hawkey EJ, Tillman R, Luby JL, Barch DM. Preschool executive function predicts childhood resting-state functional connectivity and attention-deficit/hyperactivity disorder and depression. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging. 2018;3(11): 927-936. [DOI:10.1016/j.bpsc.2018.06.011] [PMID]
6. Werst M, Kalata R, Tomkins J. Education of Exceptional Children, translation by Mojtaba Amiri Majd. Tehran: Shahr Ashob Publication; 2007. P:552. [Persian]
7. Saduk BJ, Saduk VA, Roez P. Summary of psychiatry based on DSM V, translation by Hamze Ganji. Tehran: Arjmand Publication; 2016. [Persian]
8. Graziano PA, Garcia A. Attention-deficit hyperactivity disorder and children's emotion dysregulation: A meta-analysis. Clinical Psychology Review. 2016; 46:106-123. [DOI:10.1016/j.cpr.2016.04.011] [PMID]
9. Semrud Clikeman M, Steingard RJ, Filipek P, Biederman J, Bekken K, Renshaw PF. Using MRI to examine brain-behavior relationships in males with attention deficit disorder with hyperactivity. Journal of the American Academy of Child & Adolescent Psychiatry. 2000;39(4): 477-484. [DOI:10.1097/00004583-200004000-00017] [PMID]
10. Kaffman M, Elizur E. Bereavement responses of kibbutz and non‐kibbutz children following the death of the father. Journal of Child Psychology and Psychiatry. 1983;24(3):435-442. [DOI:10.1111/j.1469-7610.1983.tb00119.x] [PMID]
11. Bussing R, Gary FA, Mills TL, Garvan CW. Cultural variations in parental health beliefs, knowledge, and information sources related to attention-deficit/hyperactivity disorder. Journal of Family Issues. 2007;28(3):291-318. [DOI:10.1177/0192513X06296117]
12. Davids E, Gastpar M. Attention deficit hyperactivity disorder and borderline
13. personality disorder. Progress in Neuro-Psychopharmacology and Biological Psychiatry. 2005; 29(6):865-877. [DOI:10.1016/j.pnpbp.2005.04.033] [PMID]
14. Seif Naraghi M, Naderi A. Education of exceptional children. Tehran: Payame Noor University Press, pages; 2008. P:367. [Persian]
15. Abedi A, Qavam AS. Psychology and education of children with attention deficit/ hyperactivity. 3rd ed. Isfahan: Nashr e Neveshteh Publication, pages; 2009. P:82. [Persian]
16. Afrouz, GH. An introduction to psychology and the education of exceptional children. Tehran: Tehran University Press; 2010. P:254. [Persian]
17. Elliott SN, Gresham FM. Social skills interventions for children. Behavior modification. 1993;17(3):287-313. [DOI:10.1177/01454455930173004] [PMID]
18. LaGasse AB. Effects of a music therapy group intervention on enhancing social skills in children with autism. Journal of Music Therapy. 2014; 51(3):250-275. [DOI:10.1093/jmt/thu012] [PMID]
19. Watson TS, Skinner CH. Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review. 2001; 30(2): 156-172.
20. Mafra H. Development of learning and social skills in children with learning disabilities: an educational intervention program. Procedia-Social and Behavioral Sciences. 2015;209:221-228. [DOI:10.1016/j.sbspro.2015.11.220]
21. Chambers R, Gullone E, Allen NB. Mindful emotion regulation: An integrative review. Clinical Psychology Review. 2009;29(6):560-572. [DOI:10.1016/j.cpr.2009.06.005] [PMID]
22. Bell AS. A critical review of ADHD diagnostic criteria: What to address in the DSM-V. Journal of Attention Disorders. 2011;15(1):3-10. [DOI:10.1177/1087054710365982] [PMID]
23. Conn AM, Szilagyi MA, Alpert-Gillis L, et al. Pilot randomized controlled trial of foster parent training: A mixed-methods evaluation of parent and child outcomes. Children and Youth Services Review. 2018;89:188-197. [DOI:10.1016/j.childyouth.2018.04.035]
24. Daly B, Creed T, Xanthopou M, Brown R. Psychosocial Treatments for Children with Attention Deficit Hyperactivity Disorder. Neuropsychology Review. 2008;17:73-89. [DOI:10.1007/s11065-006-9018-2] [PMID]
25. Gerrard L, Anastopoulos AD. The relationship between ADHD and mother-child attachment in early childhood. Paper presented at the annual meeting of the American Psychological Association; 2005.
26. Barkley RA. Taking charge of ADHD: The complete authoritative guide for parents. NewYork: Guilford; 2005. P:99-126.
27. Anastopoulos AD, Shaffer SD. Attention deficit/ hyperactivity disorder in C.E. 1st ed. Canada: Guilford; 2001.
28. Hosseinzadeh Maleki Z, Mashhadi A, Ghanai Chamanabad A, et al. Working memory training, Barkly parent education program and combining these two interventions on improving the working memory of children with ADHD. Clinical Psychology Research and Counseling. 2013;15(4):53-64. [Persian]
29. Abedy AR, Seyyedghaleh A, Bahramipour M. Comparison of the effectiveness of filial therapy and Barkley's parent training program in reducing the symptoms of anxiety and ADHD in children. Journal of Exceptional Children. 2017;17(3):111-120. [Persian]
30. Javadi TH, Borjali M, Borjali A. Effectiveness of Barkley's behavioral parent training in reducing symptoms of children with attention deficit hyperactivity disorder. The Journal of Qazvin University of Medical Sciences. 2013;17(6):47-52. [Persian]
31. Alizadehfard, S, Mohtashami, T, Tadris Tabrizi, M. The effectiveness of parents training program on social skills of children with learning disability. Journal of Learning Disabilitie. 2016;5(3):89-107. [Persian]
32. Kadkhodaie MS, Ahmadi A, Abedi A. The effect of Barkley's parenting program on mental health of mothers of boys with attention deficit hyperactivity disorder in elementary school (7-12) in Isfahan. Knowledge & Research in Applied Psychology. 2017;18(3):12-24. [Persian]
33. Goodarzi MA, Hashemi R, Taghavi MR. The effect of behavioral training of mothers with conduct disorder children on behavior performance problems in their children. Knowledge & Research in Applied Psychology. 2018;19(1):1-9. [Persian]
34. Reyno SM, McGrath PJ. Predictors of parent training efficacy for child externalizing behavior problems-a meta‐analytic review. Journal of Child Psychology and Psychiatry. 2006;47(1): 99-111. [DOI:10.1111/j.1469-7610.2005.01544.x] [PMID]
35. Liu S. Adding emotion-regulation techniques into the Barkley's behavioral parent training program for parents of school-aged children with ADHD. Neuropsychiatrie de l'enfance et de l'adolescence. 2012;5(60):196-201. [DOI:10.1016/j.neurenf.2012.04.377]
36. Wallace NM, Quetsch LB, Robinson C, McCoy K, McNeil CB. Infusing parent-child interaction therapy principles into community-based wraparound services: An evaluation of feasibility, child behavior problems, and staff sense of competence. Children and Youth Services Review. 2018;88:567-581. [DOI:10.1016/j.childyouth.2018.04.007]
37. Delavar A. Research Method in Psychology and Educational Sciences. Tehran: Nashre Virayesh Publishing; 2012. [Persian]
38. Biabangard E. A comparison of social skills between blind, deaf and normal high school female student in Tehran. Journal of Exceptional Children. 2005;5(1):55-68. [Persian]
39. Shahim, S. Compare social skills and behavior problems in a group of normal children and those with learning disabilities at home and school. Journal of Education & Psychology. 2003; 33(138): 121. [Persian]
40. Sabzevar M, Liaghatdar M, Abedi A. The comparison of social Skills components of primary students at without bag schools and public schools of Isfahan. New Educational Approaches. 2015;10(1):105-120. [Persian]
41. Shahim S, Mehrangiz L, Yousefi F. Prevalence of attention deficit hyperactivity disorder in a group of elementary school children. Iranian Journal of Pediatrics. 2007;17(2):211-216. [Persian]
42. Dortaj FA, Mohammadi AK. Family Functioning in 7-15 year old Children with and without ADHD in Tabriz City. Journal of
43. Family Research. 2010; 6(2):211-216. [Persian] [DOI:10.1201/b11391-34]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
