• Title/Summary/Keyword: parent training

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COMPARISON OF THE TREATMENT EFFECTS BETWEEN MEDICATION ONLY AND MEDICATION-PLUS-PARENT TRAINING IN ADHD CHILDREN (주의력결핍 과잉활동 장애 아동에서 약물 단독 치료와 부모 훈련 병합 치료의 효과 비교)

  • Shin, Min-Sup;Oh, Kyung-Ja;Hong, Kang-E
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.6 no.1
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    • pp.65-73
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    • 1995
  • We conducted the comparative study of the effects of the parent training combined with medication and the medication only on 23 ADHD children with the age from 5 to 11(body 22, girl 1). Mothers of combined treatment group(parent training+medication) attended, the parent training program once a week for 8 consecutive weeks and booster session 1 month later. Children of both groups were assessed twice before and after treatment using the various using scales and TOVA to evaluate the treatment effects. The results of present study showed the greater effectiveness of the medication+parent training over the medication only in reducing the parenting stress of mothers as well as the inattention and behavioral problems of ADHD children. In medication only group while the scores of mother's rating did not change significantly after treatment, those of teacher's rating and TOVA tend to be decreased to normal range. These results suggested that methylphenidate is effective on improving attentional problems of ADHD children, but not on behaviral problems at home. These results mean that parent training is needed for reducing behavioral problems of ADHD children, negative interactions in mother-child relation, and parenting stress as well as maxmizing medication effect.

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Evaluation of a Parent Training Program for Promoting Filipino Young Children's Number Sense with Number Card Games

  • Cheung, Sum Kwing;McBride-Chang, Catherine
    • Child Studies in Asia-Pacific Contexts
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    • v.5 no.1
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    • pp.39-49
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    • 2015
  • Not all parents are skilled in scaffolding their young children's numeracy learning. The present study investigated the effectiveness of a parent training program in promoting Filipino young children's number sense via card game playing at home. Participants were 161 young children and their parents; families were of a relatively low socioeconomic status. During the 10-week intervention period, parents in the experimental group received training on how to use number game cards to help their children acquire various numeracy concepts; parents in the control group received no special instructions. Children in the experimental group showed greater improvements in their performance on six number sense tasks (namely numeral identification, object counting, rote counting, missing number, numerical magnitude comparison, and addition) over the intervention period than did children in the control group. Findings of the present study suggest that providing simple training to parents on strategies for fostering their young children's number sense at home is important for giving children a good early start in basic number knowledge.

The Effects of Parental Training Interventions on ADHD in Children: A Meta-Analysis (ADHD 아동을 위한 부모훈련 중재의 효과 연구: 메타분석)

  • Ra, Dae Yeop;Park, Hae Yean
    • The Journal of Korean Academy of Sensory Integration
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    • v.18 no.1
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    • pp.56-72
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    • 2020
  • Objective : The purpose is to analyze the effects of parent training interventions in reducing the symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and to provide a basis for the effects. Methods : We collected literature published in international academic journals from 2009 to 2019 through ProQuest and Scopus databases. The search key terms were (ADHD OR Attention Deficit Hyperactivity Disorder) AND (Parent OR Mother OR Father) AND (Training OR Program OR Therapy OR Intervention) AND (Randomized OR Randomised OR Randomly). The PEDro scale was used to evaluate the quality of the studies, and a meta-analysis was conducted through Comprehensive Meta-Analysis 3.0. Results : Of 628 studies that we reviewed, 20 were eligible for inclusion. of parental training interventions for children with ADHD appeared close to a medium effect size while parent-child interventions (0.639) appeared to have a medium to large effect size. Oppositional defiant behavior and conduct disorder (0.737) in children and children's emotions (0.679) appeared close to a large effect size. ADHD symptoms hyperactivity and impulsivity (0.590) and child behavior (0.521) appeared to be over a medium effect size. We chose a random-effects model since heterogeneity tests showed significant results. Conclusion : We were able to confirm the effects of parent training interventions on the symptoms of children with ADHD. This will be used as evidence to provide a clinical basis for occupational therapists. More research related to parental training interventions should be carried out to ensure better reporting in the future.

Cognitive Behavioral Therapy for Improving Parenting Efficacy of Married Immigrant Women (결혼이주여성의 양육효능감 향상을 위한 CBT 부모훈련 프로그램의 개발 및 효과)

  • Kim, Hee Jung;Kim, Jung Min
    • Journal of Families and Better Life
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    • v.33 no.2
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    • pp.135-148
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    • 2015
  • The purpose of this study is to develop cognitive behavioral therapy(CBT) to improve the parenting efficacy of married immigrant women, and verify its effectiveness. In the CBT of this study, behavioral technique was added to cognitive reconstruction based on cultural context in order to improve parenting efficacy. The study selected 28 married immigrant women, and randomly divided them into a CBT group(10), a general treatment group(8) and a control group(10). The CBT and the general treatment programs consisted of 10 sessions, approximately 2 hours in duration. The results of the study were as follows. 1) The level of parenting efficacy was improved significantly in the CBT and the general treatment group. 2) The level of negative automatic thoughts and dysfunctional parenting thoughts was significantly decreased only in the CBT group. 3) In the CBT and the general treatment group, the level of parenting stress and acculturative stress was decreased while the level of psychological well-being improved. On the other hand, the level of parent-adolescent communication was improved significantly only in the CBT group. 4) In comparison with the general treatment group, the CBT group showed higher parenting efficacy and lower automatic thoughts and dysfunctional parenting thoughts. This study has significance in its attempt to develop a parent training program to improve the parenting efficacy of married immigrant women by integrating behavioral modification and communication skills training focused on cognitive reconstruction of parenting-related negative thoughts and beliefs in application of the CBT paradigm.

Effective Behavioral Strategies for Pediatric Feeding Problems (섭식 문제 행동에 대한 효과적인 행동전략)

  • Chung, Kyong-Mee
    • Pediatric Gastroenterology, Hepatology & Nutrition
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    • v.11 no.sup1
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    • pp.143-148
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    • 2008
  • It is relatively common to have various feeding problem during infancy and childhood, even for typically developing children. Treatment outcome studies for pediatric feeding disorder consistently reported that applied behavior analaysis (ABA), a type of behavior intervention, is very effective and efficacious. Interdisciplinary team approach is necessary for severe feeding problems, but similar methods could be used through parent training for moderate and mild feeding problems. This article introduced assessment procedure to identify feeding problems as well as specific methods to deal with diver feeding issues. Each strategy can be used effectively only when it is combined with several other strategies including environmental rearrangement and should be developed individually upon each child's feeding issues. In addition, systematic and continuous parent trainings are mandatory. At the end, several treatments related issues were addressed.

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The Mediational Role of Parenting Self-Efficacy and Behavior on Child Problem Behavior : Femaile International Marriage Immigrants and Their Children (여성결혼이민자의 어린 아동의 문제행동 모형 탐색 : 중국, 필리핀, 베트남 출신 여성결혼이민자를 중심으로)

  • Choe, Hyung-Sung
    • Korean Journal of Child Studies
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    • v.30 no.3
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    • pp.197-211
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    • 2009
  • This study investigated the relations between mother's parenting self-efficacy, perceived social support, parenting behavior, and acculturative stress, and young children's problem behavior, focusing on the mediational role of mother's parenting self-efficacy and parenting behavior. Mothers were female international marriage immigrant from China, Philippines, and Vietnam. The participants were 374mothers of young children and teachers of the children in Busan and Gyungnam, Korea. Questionnaires were based on Choe and Chung (2001), Shin(1996), Lee (1996), Hong (1995), and Han(1996). Structural equation modeling indicated that mother's parenting self-efficacy and parenting behavior were significant mediators of the relation between mother's perceived social support and child's problem behavior. The results will be useful for parent training programs for female international marriage immigrant.

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An Analysis of an Elementary Math Class Program for Gifted Students and Its Current Status (초등수학 영재학급의 운영 실태 및 프로그램 분석)

  • Kim, Sang Mi;Choi, Chang Woo
    • Education of Primary School Mathematics
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    • v.20 no.1
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    • pp.37-52
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    • 2017
  • The purpose of this thesis is to analyze the current status of a program for an elementary math class for gifted students in Daegu and to propose a remedy. The main results of this thesis are as follows. First, goals of the gifted class and the basic operation direction were satisfactory, however plans for parent training programs and self evaluation of the classes were not presented. Therefore, it needs when and how to do for specific plan of gifted class evaluation and parent training programs. Second, The annual instruction plan has been restricted to the subject matter education and field trips and has not included specific teaching methods in accordance with the contents of learning program. The management of gifted classes, therefore, requires not only the subject matter education and field trips but also output presentations, leadership programs, voluntary activities, events and camps which promote the integral development of gifted students. Third, there is no duplication of content to another grade, and various activities did not cover the whole scope of math topics(eg. number and operation, geometry, measurement, pattern) equally. In accordance with elementary mathematics characteristics, teachers should equally distribute time in whole range of mathematics while they teach students in the class because it is critical to discover gifted students throughout the whole curriculum of elementary mathematics. Fourth, as there are insufficient support and operational lack of material development, several types of programs are not utilized and balanced. It is necessary for teachers to try to find the type of teaching methods in accordance with the circumstances and content, so that students can experience several types of programs. If through this study, we can improve the development, management and quality of gifted math programs, it would further the development of gifted education.

Intervention Efficacy of Mother Training on Social Reciprocity for Children with Autism (자폐아동을 위한 어머니 훈련 프로그램이 가정에서의 사회적 상호작용에 미치는 효과)

  • Won, Dae-Young;Seung, Hye-Kyeung;Elder, Jennifer
    • Child Health Nursing Research
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    • v.11 no.4
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    • pp.444-455
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    • 2005
  • Purpose: This study examined the efficacy of parent training interventions to facilitate social reciprocity and language development in children with autism. Methods: The social interaction behaviors of mothers and children over time were compared using single subject design experimentation methodology. five children who were diagnosed with autism and their mothers participated in the study. The participants were recruited from U city, Korea. The mothers were trained using training videotapes and demonstrations on how to facilitate social interaction with their children as well as promoting language development. following the training, data were collected three times per week by video taping mother-child interaction in their homes. Results: Four of the five mothers demonstrated increases in the use of imitation with animation and expectant waiting after the intervention compared to the baseline sessions; the children demonstrated noticeable increases in the use of initiation of interaction, vocalizations, and verbal production after their mothers received the training intervention. Conclusion : Results of this study demonstrate the efficacy of mother training to improve social interactions of children with autism. Additional important information can be gained by replicating this study with more participants and comparing intervention and control groups. Clearly, this intervention shows promise and has implications far clinical practice.

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A Study on the Development and Effects of a Parenting Training Program for Improving Parent-Child Relationships in Multi-cultural Families (유아기 자녀를 둔 다문화가족 부모자녀관계 증진을 위한 부모교육프로그램 개발 및 효과성 연구)

  • Min, Sung-Hye;Kim, Kyung-Eun;Kim, Lee-Jin
    • Korean Journal of Child Studies
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    • v.32 no.1
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    • pp.31-49
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    • 2011
  • This study centred around the development of a parenting training program for improving parent-child relationships in multi-cultural families and to examine the effects of the program. The goal of this program was to improve parent-child relationships in multi-cultural families. The program consists of 8 sessions and each session employs a variety of activities and teaching methods to help multi-cultural mothers to become more involved in the a program. The participants were 12 mothers of multi-cultural backgrounds in Seoul and Asan city. There 12 mothers were assigned to the experimental group participated in this program for a total of 8 sessions. Data were analyzed according to frequencies, percentiles, means, standard deviations, and paired t-test. The results of this study indicated that this parenting training program for improving parent-child relationships was effective in improving multi-cultural mother's parenting efficacy and reducing their parenting stress.

The Revised Korean Practice Parameter for the Treatment of Attention-Deficit Hyperactivity Disorder (IV) - Non-Pharmacologic Treatment - (주의력결핍 과잉행동장애 한국형 치료 권고안(IV) - 비약물적 치료 -)

  • Shin, Yun Mi;Kim, Eui-Jung;Kim, Yunsin;Bhang, Soo Young;Lee, Eunha;Lee, Cheol-Soon;Chang, Hyoung Yoon;Hong, Minha;Shin, Dongwon
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.28 no.2
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    • pp.84-95
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    • 2017
  • Attention-deficit hyperactivity disorder (ADHD) is a neuropsychiatric disorder that begins in early childhood and can persist throughout adulthood. ADHD causes difficulties in various area of life, such as academic achievement, peer relationships, family functioning, employment and marriage. Although ADHD is known to respond well to medication, such treatment is more effective when combined with psychosocial (non-pharmacologic) therapy in terms of alleviating the core symptoms and improving appropriate functions. Psychosocial treatment interventions are divided into psychoeducation, behavioral parent training, school intervention, cognitive behavior therapy, social skill training, parent-child interaction therapy, play therapy, other treatments (coaching, complementary and alternative medicine), neurofeedback and Cogmed. Adult ADHD cognitive behavioral therapy is described separately. These practice parameters summarize the evidence for psychosocial treatment. Based on this evidence, specific recommendations are provided for psychosocial interventions.