Effects of a Responsive Parenting Education Program on Child's Behavioral Problems and Pivotal Developmental Behaviors in Children at Risk for Attention Deficit Hyperactivity Disorder.
1Environmental Health Center, Dankook University Medical Center, Department of Nursing, Dankook University, Cheonan, Korea. sw724@dankook.ac.kr 2Department of Social Welfare, Baekseok Arts University, Cheonan, Korea.
Abstract
PURPOSE: This study was done to determine whether a parenting education program using responsive teaching strategies is effective for parenting stress, maternal interactional behavior and behavioral problems in children at risk for Attention Deficit Hyperactivity Disorder (ADHD).
METHODS: Participants in this study were 17 elementary school children and their parents. The ADHD risk group was determined by scores on the Korean-ADHD Rating Scale. The parenting education program was developed based on Dr.
Mahoney's responsive teaching curriculum. Mothers participated in the program once a week for 8 sessions.
Treatment outcome was evaluated using the Korean version of the Child Behavior CheckList (K-CBCL), parenting stress, maternal interactional behavior, and child pivotal developmental behavior. Data were analyzed using Wilcoxon signed rank test, Mann-Whitney test, and regression analysis.
RESULTS: After the parenting education program, no significant difference in parenting stress (Z=-1.00, p=.320) was found, but there was a significant decrease in the child's internal behavior problems (Z=-2.05, p=.040), and also a significant improvement in maternal interactional behavior and a significant difference in child pivotal developmental behavior (Z=-2.67, p=.008).
CONCLUSION: The results indicate that parenting education programs based on responsive teaching strategies are effective and that application of a program is recommended to prevent behavioral problems and improve maternal child interaction for children at risk for ADHD.