Evaluation of an online parenting program for parents of hyperactive/inattentive pre-schoolers

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dc.contributor.author Franke, Nike en
dc.contributor.author Keown, Louise en
dc.coverage.spatial Melbourne, Australia en
dc.date.accessioned 2017-08-17T04:16:35Z en
dc.date.issued 2016 en
dc.identifier.citation 8th World Congress of Behavioural and Cognitive Therapies (WCBCT), Melbourne, Australia, 22 Jun 2016 - 25 Jun 2015. 2016 en
dc.identifier.uri http://hdl.handle.net/2292/35181 en
dc.description.abstract Aim Parent-child relationships of preschool children with hyperactive/inattentive behavior problems are often difficult, leading to parenting stress and negative parent-child interactions. By intervening early it may be possible to reduce some of the poor long term outcomes associated with these early behaviour difficulties, such as relationship problems with family, teachers and peers, the development of conduct problems, and exacerbation of ADHD symptoms. No online self-help parenting program has been tested in this population. This study investigated the effectiveness of the self-administered, online version of Triple P Positive Parenting Program, in reducing child hyperactivity/inattention; improving child social functioning; decreasing parenting stress and dysfunctional parenting; and increasing satisfaction with parenting. Method A randomized control design, with an intervention condition and a delayed intervention condition, was used to test the efficacy of Triple P online in a sample of 53 parents of three to four year old children with hyperactive/inattentive behaviour difficulties. Questionnaire data on child behaviour, parenting, parent mental health, parenting efficacy were collected at three different time points (pre-intervention, post-intervention, and six-month follow-up). Data on child ADHD symptoms and social functioning were collected from mothers, fathers, and teachers. Results At post-intervention, in comparison to the delayed intervention group, the intervention group showed significant improvements in child inattention/hyperactivity, restlessness/impulsivity, and social functioning, as well as significant improvements in parental over-reactivity, verbosity, positive parenting, parenting satisfaction, and self-efficacy, stress and depression. At the six-month follow-up the intervention effects were maintained for over-reactivity, verbosity, satisfaction, self-efficacy, stress, and depression. In addition, six months post-intervention, parents in the intervention group were significantly less anxious than parents in the delayed intervention group. Conclusion The current study furthers our understanding of the efficacy of internet-based parenting interventions in reducing symptoms of ADHD in preschool children and improving parenting satisfaction. This study also provides evidence for the usefulness of online self-help as a first-step-approach in treating preschool hyperactivity, including the increase in parental self-efficacy and the decrease in parental laxness, both associated with child hyperactivity. en
dc.relation.ispartof 8th World Congress of Behavioural and Cognitive Therapies (WCBCT) en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Evaluation of an online parenting program for parents of hyperactive/inattentive pre-schoolers en
dc.type Presentation en
pubs.finish-date 2015-06-25 en
pubs.start-date 2016-06-22 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.elements-id 540817 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.org-id Liggins Institute en
pubs.record-created-at-source-date 2016-09-06 en

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