Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment

Autor/inn/en	Langberg, Joshua M.; Arnold, L. Eugene; Flowers, Amanda M.; Epstein, Jeffery N.; Altaye, Mekibib; Hinshaw, Stephen P.; Swanson, James M.; Kotkin, Ronald; Simpson, Stephen; Molina, Brooke S. G.; Jensen, Peter S.; Abikoff, Howard; Pelham, William E., Jr.; Vitiello, Benedetto; Wells, Karen C.; Hechtman, Lily
Titel	Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 39 (2010) 2, S.220-233 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Parents; Homework; Problems; Attention Deficit Hyperactivity Disorder; Children; Behavior Modification; Drug Therapy + Suchen Sie Ihr Suchwort? Eltern; Hausaufgabe; Problemsituation; Child; Kind; Kinder; Behaviour modification; Verhaltensänderung
Abstract	Parent-report of child homework problems was examined as a treatment outcome variable in the MTA-Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (ADHD). Five hundred seventy-nine children ages 7.0 to 9.9 were randomly assigned to either medication management, behavioral treatment, combination treatment, or routine community care. Results showed that only participants who received behavioral treatment (behavioral and combined treatment) demonstrated sustained improvements in homework problems in comparison to routine community care. The magnitude of the sustained effect at the 10-month follow-up assessment was small to moderate for combined and behavioral treatment over routine community care (d = 0.37, 0.40, respectively). Parent ratings of initial ADHD symptom severity was the only variable found to moderate these effects. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10