The Investigation of Treatment Effect in Parent Management Training Group of Preschool Children with ADHD: The Analysis of Executive Function

• Main Authors: Chien-chung Hsu, 許建中
• Other Authors: Huei-Lin Huang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/47699643327244721672

碩士 === 高雄醫學大學 === 行為科學研究所碩士班 === 93 === Attention Deficit / Hyperactivity Disorder (ADHD) is a commonly found children’s metal disorder. There are a number of current studies on ADHD, some of the more famous were from Barkley (1997), who addressed the Parent Management Training (PMT) program and the Hybrid Model of Executive Function. In addition, Rapport, Chung, Shore, and Isaacs (2001) developed A Conceptual Model of ADHD which was relevant. This study is based on these three models and evaluates the results when used in a clinical environment. The methods used for this study were: 1) The PMT program was used on preschoolers with ADHD and evaluated the results. 2) Barkley’s PMT program and the Hybrid Model of Executive Function were combined to further evaluate the results. There were a total of 18 participants of pre-school age with ADHD along with their parents who participated in group therapy. While at home, the parents would continue to use the Executive Skills with their children. There were 11 group sessions held once a week. The following tools were used to track the participants’ progress and results: DBDRS-PF / TF, CAP and HSQ / SSQ. The study found that by using both the PMT program and the Hybrid Model of Executive Function the ADHD problem behavior of pre-school age children was reduced, attention span was improved and hyperactive and argumentative behavior was reduced. In addition, there were improvements in problems related to ADHD, including care-giver well being. This study showed that the combination of the methods was very effective and situational dependence, but the Hybrid Model of Executive Function should be continually applied to produce the best benefit. The study findings further indicate that although this method is very effective in a family environment when applied constantly, for other situations like in school, the method must be altered to fit those other situations and be performed continually in that environment in order to achieve the same results.