Introduction
Contemporary research in the sphere of child psychology has proved that over a forty years period, “behavioral parent training has evolved into a more sophisticated array of parenting interventions” that have proved their usefulness in a significant number of contexts (Reis, Sprecher, & Sprecher, 2009, p. 157). Attention Deficit Hyperactivity Disorder (ADHD) can be considered to be one of such contexts. The seriousness of the problem can be proven by statistical information, stating that nowadays there are about four million children suffering from ADHD in the USA (Wender, 2000, p. 4). Coch et al. (2007) also state that ADHD affects about 3-7% of children of school age, stressing possible difficulties connected with ADHD, such as “academic underachievement, disturbed family relations, and peer rejection” (p. 239).
What is more, socialization is a necessary process for children, which enables them to form their values and norm and become adequate citizens of society, however, it is difficult for children with ADHD (Huang et al., 2003, p. 275). These facts considered, it is possible to state that the seriousness of ADHD accounts for the necessity of the use of behavioral parental training as the treatment of the disorder.
Definition
Behavioral parenting training is considered to be one of the most frequently used behavioral interventions for parents who have children that demonstrate the signs of behavior problems (Maughan et al., 2005). Mah and Johnson (2008) qualify it as one of the most effective ways “to change parenting behavior” and define it as “evidence-based treatment for externalizing child behavior problems” (p. 219). The main basis for the training is formed with the help of social learning principles, that state that children are apt to learn “noncompliant behavior via an interaction of reinforcement processes and modeling from other people” that create a child’s environment (Wierson, & Forehand, 1994, p. 146).
Since the parents are the most important actors in the environment of their children, they may be considered to be their teachers; this is the postulate of behavioral parenting training. Considering the definition and the essence of behavioral parenting training, it is necessary to mention that this type of treatment has changed a lot, initially being a clinic-based treatment, that provided individual family sessions for parents sometimes accompanied by a child (Chronis et al., 2004, p. 5). Nowadays individual behavioral parenting training is used along with group-based training.
The ways how behavioral parenting is taught and the elements of behavioral parenting training programs
Several approaches may be allied when it comes to behavioral parenting training. However, no matter if parents and clinicians agree on an individual behavioral parenting training program or group-based training, all of these programs should have several attributes, which are as follows: they are action-focused which means that action in the form of special training activities prevails over talk; they are problem-solving oriented, which means that family strength is used to solve specific challenges that are offered intentionally (Reis, Spercher, & Sprecher, 2009, p. 157).
Specific parenting strategies are also offered to parents and they can combine them with those that were used by them before training. A necessary part of behavioral parenting training is collaborative goal-setting that is done by parents and children together under the guidance of a specialist (Reis, Spercher, & Sprecher, 2009).
Besides, the role of the intervention professional in the programs is more a consultative one instead of prescriptive. This is necessary for one more element of the training program: “adoption of positive frame” that consists in the focus the competencies of a parent and a child, positive behaviors, and their expansion (Reis, Spercher, & Sprecher, 2009).
Wierson and Forehand (1994) single out such stages of behavioral training programs for parents as assessments conducted by a specialist with the help of questionnaires for parents and direct observation and treatment itself. The same authors mention role-play of a parent and a therapist simulating behavior with a child and home tasks for parents based on problem-solving. Also, giving attends, the use of reinforcement strategies, application of the principles of ignoring are the techniques that make behavioral parenting training effective.
Effectiveness of behavioral training of parents of children with ADHD
Behavioral parenting training has been commonly recognized as a very effective approach for the treatment of children with ADHD (Chacko et al., 2009). Chronis et al. (2004) state that behavioral parenting training is beneficial for children with ADHD as well as for their parents who demonstrate improvements in such spheres as stress management, positive reports on social behavior and acceptance are also mentioned (p. 2). Huang et al. (2003) mention a “significant decline in the severity of symptoms and problem behaviors at home with the progression of training” (275).
However, there are cases when there is a risk of poor outcomes of the training, such as in families with single mothers (Chacko et al, 2009). Though scientific research has always focused on the effectiveness of mothers’ participation in behavioral parenting training for parents of children with ADHD, Fabiano (2007) conducted a study focused on the role of fathers and the effectiveness of their participation in the training programs for parents of children with ADHD and the study has shown that fathers’ participation in training is beneficial for family relations.
Conclusion
The present paper proves that Attention Deficit Hyperactivity Disorder is a significant problem in contemporary society due to a great number of children suffering from it. Behavioral parenting training is an effective treatment of the disorder that shows significant positive results in relation to both parents and children. However, the techniques and strategies of the training need improvement and this creates a suitable field for future research in the sphere.
Reference List
Coch, D., Dawson, G., & Fisher K.W. (2007). Human Behavior, Learning, and the Developing Brain: Atypical Development. NY: Guilford Press.
Chacko, A., Wymbs, B.T., Wymbs, F.A., et al. (2009). Enhancing traditional behavioral parent training for single mothers of children with ADHD. Journal of Clinical Child & Adolescent Psychology, 38(2), 206-218.
Chronis, A.M., Chacko, A., Fabiano, G.A. et al. (2004). Enhancement to the behavioral parent training paradigm for families of children with ADHD: Review and future directions. Clinical Child and Family Psychology Review, 7(1), 1-27.
Fabiano, G.A. (2007). Father participation in behavioral parent training for ADHD: Review and recommendations for increasing inclusion and engagement. Journal of Family Psychology, 21(4), 683-693.
Huang, H-L., Chao, C-H., Tu, C-C., & Yang, P-C. (2003). Behavioral parent training for Taiwanese parents of children with attention-deficit/hyperactivity disorder. Psychiatry and Clinical Neuroscience, 57, 275- 281.
Mah, J.W.T., & Johnson C. (2008). Parental social cognition: Considerations in the acceptability of an engagement in behavioral parent training. Clin Child Psychol Rev, 11, 218-236.
Maughan D.R., Christiansen, E., Jenson, W.R. et al. (2005). Behavioral parent training as a treatment for externalizing behaviors and disruptive behavior disorders: A meta-analysis. School Psychology, 34(3), 267-286.
Reis, H.T., Sprecher, S., & Sprecher S.K. (2009). Encyclopedia of Human Relations. NY: SAGE.
Wender, P.H. (2000). ADHD: Attention-deficit Hyperactivity Disorder in Children and Adults. NY: Oxford University Press.
Wierson, M, & Forehand R. (1994). Parent behavioral training for child noncompliance: Rationale, concepts, and effectiveness. Current Directions in Psychological Science, 3(5), 146-150.