Effectiveness Study of Videoconferencing on Teaching Parent Training Skills to Parents of Children With Attention Deficit Hyperactivity Disorder (ADHD)

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

22 participants

Study Classification

INTERVENTIONAL

Study Start Date

2008-04-30

Study Completion Date

2009-06-30

Brief Summary

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The purpose of this study is to evaluate the effectiveness of group parent training taught through videoconferencing on ADHD treatment via a comparison between participants using traditional face-to-face parent training sessions and a group using teleconferencing.

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Detailed Description

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Subjects with a primary diagnosis of ADHD between the ages of 6 and 14 years were enrolled. All subjects were screened and assessed for psychiatric and learning disorders using structured interviews (DICA, parent and child version, Reich et al, 2000) based on DSM IV criteria and parent and teacher rating scales. Mothers took the Beck Depression Inventory (BDI) to assess for depression.

Parents or primary caregivers were randomized to two treatment arms (videoconference or face to face). Ten sessions of weekly parent training through either videoconference or face-to-face delivery was conducted using Dr. Russell A. Barkley's manual. A non-mandatory skill training and play group was offered to the children of both groups while parents attended the parent training group in order to provide child care for the parents during the training sessions.

Following outcomes will be measured to assess the effectiveness of the intervention:

Primary outcome Acceptance of the parent and children on the mode the communication as well as parent training.

Secondary outcomes:

1. Parent-child relations measured by the Parent Child Relationship Questionnaire (PCQ)
2. The Vanderbilt Assessment Scale (parent \& teacher versions), Children Global Assessment Scale (CGAS), Clinical Global Impression- Severity score (CGI-S), and Clinical Global Impression-Improvement Scores (CGI-I) assessed the severity of core symptoms of ADHD and oppositional/aggressive symptoms.
3. The parent and teacher-rated versions of the Social Skills Rating System (SSRS) assessed social skills.

Conditions

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Attention Deficit Hyperactivity Disorder

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

TREATMENT

Blinding Strategy

NONE

Study Groups

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Videoconference

Parent training through videoconference

Group Type EXPERIMENTAL

parent training

Intervention Type BEHAVIORAL

Behavioral management skill training

Control

Parent training through face to face conference

Group Type ACTIVE_COMPARATOR

parent training

Intervention Type BEHAVIORAL

Behavioral management skill training

Interventions

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parent training

Behavioral management skill training

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* DSM-IV criteria for any subtype of ADHD.
* ADHD must be the primary diagnosis if there is comorbidity.

Exclusion Criteria

* Subjects with significant medical conditions, which are not stable on current outpatient treatment regimen.
* Subjects with severe psychiatric disorders (i.e., bipolar disorder, autism, schizophrenia, major depression).

Minimum Eligible Age

6 Years

Maximum Eligible Age

14 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

No