Parent-Child Interaction Therapy for ADHD: A Conceptual Overview and Critical Literature Review

Autor/inn/en	Wagner, Stephanie M.; McNeil, Cheryl B.
Titel	Parent-Child Interaction Therapy for ADHD: A Conceptual Overview and Critical Literature Review
Quelle	In: Child & Family Behavior Therapy, 30 (2008) 3, S.231-256 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-7107
Schlagwörter	Parent Education; Behavior Problems; Outcomes of Treatment; Symptoms (Individual Disorders); Attention Deficit Hyperactivity Disorder; Preschool Children; Interaction; Parents; Parent Child Relationship; Literature Reviews + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Psychiatrische Symptomatik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Eltern; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Attention-Deficit/Hyperactivity Disorder (ADHD), a chronic disorder beginning in childhood, is identifiable and diagnostically valid during the preschool years. Compared to school-aged children, preschoolers have not received as much attention in the literature. Parent-Child Interaction Therapy (PCIT) is an empirically-supported parent training program for young children with disruptive behaviors that may also be effective in treating ADHD. The purpose of the current article was to explore the theoretical rationale for utilizing PCIT with this population and to conduct a literature review of published PCIT treatment outcome studies that measured ADHD symptoms. The literature demonstrates that children with ADHD have been included in PCIT research and evidence suggests that PCIT may be effective for young children with ADHD. However, future research is needed to specifically examine the effects of PCIT on ADHD. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10