A meta- analysis of efficacy of parent training in changing of behavior for children with attention deficit hyperactivity disorder

Document Type : Research Paper

Authors

1 PhD Student in Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili Ardabil, Iran

2 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

3 Ph.D student of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran

4 PhD student of psychology, Faculty of Educational Sciences and Psychology. University of Mohaghegh Ardabili, Ardebil, Iran

Abstract

Objective: The present study was conducted to collect and integrate research conducted in the field of family education to change the behavior of children with ADHD.
Methods: The statistical population includes all articles published in reputable scientific-research journals in the field of parent education in reducing the symptoms of ADHD in Iran and abroad in the period of 1380-1395, which in terms of methodological conditions had the necessary meta-analysis. For this purpose, 15 studies were selected. The tool of this research was a meta-analysis checklist.
Results: The results has been shown that the rate of parents training effect in symptom reduction of children with attention deficit- hyperactivity disorder had been high 0.61 (p< 0.005). This rate of effect in group has been earned based on behavior strategy 0.68 (p< 0.002), cognitive- behavioral strategy 0.57 (p< 0.001) and with mindfulness 0.49 (p< 0.001). Also the results which were obtained from moderate analysis are expression of moderator variables effecting in this trainings.
Conclusion: Based on this meta- analysis results, the rate of effect parents training in reduction of the attention deficit- hyperactivity disorder symptoms, based on Cohen table is high. This rate of effect with using from behavior strategy is higher than cognitive- behavioral and mindfulness strategies.   

Keywords

References

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Journal of School Psychology
Volume 11, Issue 1
May 2022
Pages 30-42

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