Reductions in Negative Parenting Practices Mediate the Effect of a Family-School Intervention for Children with Attention Deficit Hyperactivity Disorder

Autor/inn/en	Booster, Genery D.; Mautone, Jennifer A.; Nissley-Tsiopinis, Jenelle; Van Dyke, Devin; Power, Thomas J.
Titel	Reductions in Negative Parenting Practices Mediate the Effect of a Family-School Intervention for Children with Attention Deficit Hyperactivity Disorder
Quelle	In: School Psychology Review, 45 (2016) 2, S.192-208 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Child Rearing; Parenting Styles; Family Programs; Intervention; Behavior Modification; Attention Deficit Hyperactivity Disorder; Homework; Program Effectiveness; Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Family School Relationship; Individual Characteristics; Correlation; Pretests Posttests; Child Behavior; Rating Scales; Check Lists; Coping; Study Habits; Program Evaluation; Questionnaires; Teacher Attitudes; Parent Attitudes; Intelligence Tests; Statistical Analysis; Regression (Statistics); Behavior Assessment System for Children; Wechsler Intelligence Scales Short Forms + Suchen Sie Ihr Suchwort? Kindererziehung; Family program; Familienprogramm; Behaviour modification; Verhaltensänderung; Hausaufgabe; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Korrelation; Rating-Skala; Checkliste; Bewältigung; Study behavior; Study behaviour; Studienverhalten; Programme evaluation; Programmevaluation; Fragebogen; Lehrerverhalten; Elternverhalten; Intelligence test; Intelligenztest; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Accumulating research has identified family behavioral interventions as an empirically supported psychosocial treatment for students with attention deficit hyperactivity disorder (ADHD). The mechanisms behind the effectiveness of these interventions, however, have been less well studied. The current study examined possible mediators of improvement in 181 children's homework performance as a result of a family-school intervention for children in Grades 2-6 with ADHD (Family-School Success program, FSS). Specifically, changes in parenting practices and the family-school relationship were examined as potential mediators of the relationship between FSS treatment and improvements in students' homework performance. When we controlled for pre-treatment levels of behavior and demographic variables, reductions in negative parenting practices were associated with both parent and teacher reports of homework performance at post-treatment. The relationship between treatment group and teacher reports of homework responsibility was fully mediated by reductions in negative parenting practices. Although the meditational effect for parent reports of homework problems did not meet criteria for full mediation, the magnitude of the treatment effect was significantly altered by reductions in negative parenting. This study replicated findings linking reductions in negative parenting to improvements in child behavior and extended findings to homework performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01