Telemedicine journal and e-health : the official journal of the American Telemedicine Association · 2013
A study on the effectiveness of videoconferencing on teaching parent training skills to parents of children with ADHD.
СтатьяРандомизированное исследованиеПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод пока не подготовлен
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Xie Yuhuan, Dixon J Faye, Yee Ong Min, Zhang Junshun, Chen Y Ann, Deangelo Sascha, Yellowlees Peter, Hendren Robert, Schweitzer Julie B
Аннотация
OBJECTIVE: Many geographic locations are without services and staff available to provide treatment for children with attention deficit hyperactivity disorder (ADHD). This is a randomized controlled trial to evaluate the effectiveness of group parent training on ADHD treatment delivered via videoconferencing.
SUBJECTS AND METHODS: Twenty-two subjects were enrolled in the study, with 9 subjects in the videoconference session (treatment group) and 13 in the face-to-face session (control group). The parent child relationship questionnaire for child and adolescents (PCQ-CA), Vanderbilt assessment scales (parent and teacher versions), children global assessment scale, clinical global impression-severity score, clinical global impression-improvement score, and social skills rating system assessed the effectiveness of the treatment. A Likert scale evaluated parents' acceptance of the training modality. Our results showed that the parent training program significantly improved parents' disciplinary practices based on the PRQ-CA, parent ratings of ADHD, oppositional defiant disorder, and conduct disorder symptoms, and the children's global functioning.
RESULTS: The treatment effects did not differ between the videoconference and face-to-face groups; however, the videoconference group evidenced statistically greater improvement on the hyperactive symptoms of Vanderbilt assessment scales. Our findings suggest that parent training through a videoconferencing modality may be as effective as face-to-face training and is well accepted by parents.
CONCLUSIONS: Parent training via videoconferencing may be an important tool for addressing ADHD in geographic locations that do not have access to appropriate treatment providers.
SUBJECTS AND METHODS: Twenty-two subjects were enrolled in the study, with 9 subjects in the videoconference session (treatment group) and 13 in the face-to-face session (control group). The parent child relationship questionnaire for child and adolescents (PCQ-CA), Vanderbilt assessment scales (parent and teacher versions), children global assessment scale, clinical global impression-severity score, clinical global impression-improvement score, and social skills rating system assessed the effectiveness of the treatment. A Likert scale evaluated parents' acceptance of the training modality. Our results showed that the parent training program significantly improved parents' disciplinary practices based on the PRQ-CA, parent ratings of ADHD, oppositional defiant disorder, and conduct disorder symptoms, and the children's global functioning.
RESULTS: The treatment effects did not differ between the videoconference and face-to-face groups; however, the videoconference group evidenced statistically greater improvement on the hyperactive symptoms of Vanderbilt assessment scales. Our findings suggest that parent training through a videoconferencing modality may be as effective as face-to-face training and is well accepted by parents.
CONCLUSIONS: Parent training via videoconferencing may be an important tool for addressing ADHD in geographic locations that do not have access to appropriate treatment providers.