摘要
Background: To find the efficacy of multimodal intervention on attention deficit and hyperactivity, behavioral problems in home and school situations and on academic achievement of children with ADHD and the impact of family stress and coping on the outcome of multi-modal intervention. Method: A sample (N = 40) of children aged 5 - 10 years registered in the Child and Adolescent Mental Health Unit (CAMHU) with a diagnosis of ADHD (on the ICD-10) with or without comorbidity were randomly allocated to one of two groups: Group I (medical management with parent counseling, N = 20) or Group II (multimodal intervention (routine medical management, parent training and attention enhancement training), N = 20). Assessments (pre-assessment, re-assessment at one month and post assessment after 10 weeks) were carried out by investigator, parent, teacher and blind rater. Results: Significant improvement was noticed for both groups but multimodal intervention was superior to routine medical management and parent counselling in reducing ADHD symptoms, behavioural problems at home and school, and in improving academic performance. Effect size estimates and the rates of clinically significant change also supported this finding. Parental stress did not predict the outcome of intervention. Conclusions: Multimodal intervention was found to be promising in the treatment of ADHD.
Background: To find the efficacy of multimodal intervention on attention deficit and hyperactivity, behavioral problems in home and school situations and on academic achievement of children with ADHD and the impact of family stress and coping on the outcome of multi-modal intervention. Method: A sample (N = 40) of children aged 5 - 10 years registered in the Child and Adolescent Mental Health Unit (CAMHU) with a diagnosis of ADHD (on the ICD-10) with or without comorbidity were randomly allocated to one of two groups: Group I (medical management with parent counseling, N = 20) or Group II (multimodal intervention (routine medical management, parent training and attention enhancement training), N = 20). Assessments (pre-assessment, re-assessment at one month and post assessment after 10 weeks) were carried out by investigator, parent, teacher and blind rater. Results: Significant improvement was noticed for both groups but multimodal intervention was superior to routine medical management and parent counselling in reducing ADHD symptoms, behavioural problems at home and school, and in improving academic performance. Effect size estimates and the rates of clinically significant change also supported this finding. Parental stress did not predict the outcome of intervention. Conclusions: Multimodal intervention was found to be promising in the treatment of ADHD.
