Parent-based therapies for preschool attention-deficit/hyperactivity disorder: A randomized, controlled trial with a community sample

Objective: To evaluate two different parent-based therapies for preschool a ttention-deficit/hyperactivity disorder (ADHD) in a community sample. Metho d: Three-year-old children displaying a preschool equivalent of ADHD (n = 7 8) were randomly assigned to either a parent training (PT; n = 30), a paren t counseling and support (PC&S; n = 28), or a waiting-list control group (n = 20). The PT group received coaching in child management techniques. The PC&S group received nondirective support and counseling. Measures of child symptoms and mothers' well-being were taken before and after intervention a nd at 15 weeks follow-up. Results: ADHD symptoms were reduced (F-2.74 = 11. 64; P <.0001) and mothers' sense of well-being was increased by PT relative to both other groups (F-2.74 = 10.32; p <.005). Fifty-three percent of chi ldren in the PT group displayed clinically significant improvement (chi (2) = 4.08; P =.048). Conclusions: PT is a valuable treatment for preschool AD HD. PC&S had little effect on children's behavior. Constructive training in parenting strategies is an important element in the success of parent-base d interventions. Psychostimulants are not a necessary component of effectiv e treatment for many children with preschool ADHD.