Classroom Changes in ADHD Symptoms Following Clinic-Based Behavior Therapy

Abstract  
This study examined classroom behavioral outcomes for children with Attention-Deficit/Hyperactivity Disorder (ADHD) following
their participation in a manualized, 10-week intervention called Family Skills Training for ADHD-Related Symptoms (Family
STARS). Family STARS combined behavioral parent training (BPT) and child-focused behavioral activation therapy (CBAT). Participants
were children ages 7–10 diagnosed with ADHD-Combined Type. Pre- and post-treatment teacher ratings of ADHD symptoms were compared
using a single group, within-subjects research design. Intervention effectiveness was analyzed using paired-samples t-tests. Results indicated statistically significant classroom improvements for externalizing behaviors and attention problems
with medium and large main effects (respectively) for the intervention. Possible implications for combining CBAT with BPT
for the treatment of ADHD are discussed as well as the relevance of these results for improving the effectiveness and portability
of empirically supported interventions.

  • Content Type Journal Article
  • Pages 1-9
  • DOI 10.1007/s10880-012-9307-2
  • Authors
    • David F. Curtis, Department of Pediatrics, Psychology Section, Baylor College of Medicine, Houston, TX, USA
    • Stephanie Chapman, Department of Pediatrics, Psychology Section, Baylor College of Medicine, Houston, TX, USA
    • Jack Dempsey, Department of Pediatrics, Psychology Section, Baylor College of Medicine, Houston, TX, USA
    • Sarah Mire, Department of Pediatrics, Psychology Section, Baylor College of Medicine, Houston, TX, USA
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