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Child & Youth Care Forum

, Volume 42, Issue 5, pp 403–424 | Cite as

The Incredible Years Basic Parent Training for Portuguese Preschoolers with AD/HD Behaviors: Does it Make a Difference?

  • Andreia Fernandes AzevedoEmail author
  • Maria João Seabra-Santos
  • Maria Filomena Gaspar
  • Tatiana Carvalho Homem
Original Paper

Abstract

Background

Evidence-based psychosocial interventions such as parent training programs are strongly recommended as first-line treatment for preschool-age children with or at-risk of attention deficit/hyperactivity disorder (AD/HD).

Objective

Evaluate the effectiveness of the Incredible Years Basic Parent Training (IY) in hyperactive and inattentive behaviors of Portuguese preschoolers.

Methods

One hundred children, between three and six years-old, with AD/HD behaviors, who were part of a larger randomized controlled trial in which participants were allocated to either an intervention or control group. In this subsample analysis, there were 52 participants in the intervention condition (IYC) and 48 in the waiting-list control condition (WLC). Multi-informants and multi-measures of child and parenting behaviors were taken before and after the 14-week intervention.

Results

Medium-to-large intervention effects were found in primary caregivers’ reported measures of children’s AD/HD behaviors and on self-reported parenting practices. Independent observations indicated significant short-term effects on positive parenting and coaching. Primary caregivers had a high attendance rate and reported high satisfaction with the program. Additionally, 43 % of children in the IYC clinically improved in the primary AD/HD outcome measure, compared with 11 % in the WLC.

Conclusions

Preliminary results suggest that IY parent training seems to be an effective tool, making the difference in the behavior of Portuguese preschoolers with early signs of AD/HD and their mothers.

Keywords

Parent training Incredible Years Basic Parent Program Preschool-age children Attention-deficit/hyperactivity behaviors Early intervention 

Notes

Acknowledgments

This work was supported by the Foundation for Science and Technology and by FEDER-COMPETE (PhD Grant: SFRH/BD/40339/2007; project research Grant: PTDC/PSI-PSIPED/102556/2008). We are very grateful to the members of our team, group leaders, evaluators and advisers, for their commitment and support to this study; and to all the incredible children, parents and pre-school teachers for their involvement and participation through the project.

Conflict of interest

The authors declare that they have no conflict of interest with respect to this study.

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Andreia Fernandes Azevedo
    • 1
    Email author
  • Maria João Seabra-Santos
    • 1
  • Maria Filomena Gaspar
    • 1
  • Tatiana Carvalho Homem
    • 1
  1. 1.Faculty of Psychology and Educational SciencesCoimbra UniversityCoimbraPortugal

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