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

Shin, Hee Sun; Kim, Jeong Mee

doi:10.4094/jkachn.2011.17.1.39

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…This study also provides evidence that online RT interventions effectively reduce problematic behaviors and parenting stress. Our study's results are consistent with prior research on parenting behaviors and children's problem behaviors [ 30 - 33 ]. Existing literature suggests that directive or authoritative parenting increases problem behaviors, while warm and responsive approaches decrease them [ 30 - 33 ].…”

Section: Discussionsupporting

confidence: 91%

“…Our study's results are consistent with prior research on parenting behaviors and children's problem behaviors. [30][31][32][33] Existing literature suggests that directive or authoritative parenting increases problem behaviors, while warm and responsive approaches decrease them. [30][31][32][33] Following our online RT intervention, we observed increased responsive parenting and decreased directiveness.…”

Section: Discussionmentioning

confidence: 99%

“…[30][31][32][33] Existing literature suggests that directive or authoritative parenting increases problem behaviors, while warm and responsive approaches decrease them. [30][31][32][33] Following our online RT intervention, we observed increased responsive parenting and decreased directiveness. These changes may have not only impacted the child's pivotal behaviors but also contributed to a reduction in behaviors considered problematic overall.…”

Section: Discussionmentioning

confidence: 99%

“…After the intervention, significant improvements were observed in various aspects of the children's behaviors (Table 2). A decrease in the total CBCL score indicated an improvement in the child's behavioral and Clinically significant parenting stress d) 7 (30) Values are presented as mean±standard deviation or number (%). a)…”

Section: Changes In Child Outcomesmentioning

confidence: 99%

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Effectiveness of online responsive teaching in young children with developmental disabilities: a pilot study

Yeom,

Kim

2024

Clin Exp Pediatr

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Background Responsive teaching (RT) interventions, which enhance developmental outcomes by improving children's engagement behaviors, are traditionally delivered in person. However, the coronavirus disease 2019 pandemic complicated this approach. Purpose This study aimed to evaluate the efficacy and acceptance of online RT in children with developmental disabilities and their parents. Methods This pilot study was conducted in Jinju, South Korea, and enrolled parent-child dyads referred to Gyeongsang National University Hospital for developmental concerns between April and September 2022. The children underwent a comprehensive developmental evaluation. The parents received a 5-session RT intervention via ZOOM on a mostly weekly basis. The first 2 sessions involved child development and RT lectures, while the others involved coaching on 3 of the 66 RT strategies. Problem behaviors, parent-child interactions, and parenting stress were assessed pre- versus postintervention using the Korean versions of the Child Behavior Checklist, Maternal/Child Behavior Rating Scale, and Parent Stress Index 4th Edition Short Form, respectively. Acceptability was evaluated using a self-administered questionnaire. Results Of the 30 recruited parent-child pairs, 23 (76%) completed the intervention and assessments. The children (mean age, 2.66±0.86 years) included 12 with language delays, 7 with autism spectrum disorder, and 4 with global delays. Predominantly mothers (96%) participated. Online RT significantly improved pivotal behaviors— including joint attention ( P =0.04), cooperation ( P =0.01), and affect ( P =0.01)—and reduced overall problem behaviors ( P =0.04). Parents reported less parenting stress ( P =0.01), improved interactive behaviors with increased responsiveness ( P <0.01), and decreased directiveness ( P <0.01). High satisfaction with online RT interventions was also previously reported. Conclusion These findings suggest that online RT can improve children’s emotional and behavioral outcomes and maternal interaction styles and reduce parenting stress, offering accessible interventions amid challenges such as limited access and pandemics.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Changes In Child Outcomesmentioning

confidence: 99%

See 2 more Smart Citations

Effectiveness of online responsive teaching in young children with developmental disabilities: a pilot study

Yeom,

Kim

2024

Clin Exp Pediatr

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Effects of a Parenting Program Applying Cognitive Behavior Therapy for Mothers of Children with a Tendency to ADHD

Kim

Park

Sung

2013

J Korean Acad Psychiatr Ment Health Nurs

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Purpose:The purpose of this study was to examine the effects of a parenting program applying CBT (Cognitive Behavior Therapy) on parenting behavior, parent satisfaction, and ADHD (Attention Deficit Hyperactivity Disorder) symptoms perceived by mother of children with a tendency to ADHD. Methods: The study was a one-group pretest-posttest design. The participants were 21 mothers in G city who have children with a tendency to ADHD. The mothers received the parenting program applying CBT for 2 sessions a week over 4 weeks. Data were collected from December, 2011 to January, 2012 and analyzed using paired t-test with the SPSS/WIN 18.0 program. Results: After attending the parenting program applying CBT, significant differences were found between pre and post test in parenting behavior (t=-2.16, p=.043) and ADHD scores (t=2.38, p=.027). Conclusion: The results indicate that the parenting program applying CBT is an effective nursing intervention to improve mothers' parenting behavior and decreasing ADHD symptoms perceived by mother of children with a tendency to ADHD. However a quasiexperimental research design with control group is necessary.

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Teaching Status and Knowledge of Elementary School Teachers of Children with Attention Deficit Hyperactivity Disorder

Kang

Kim

2011

J Korean Acad Child Health Nurs

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The purpose of this study was to analyze teaching status and knowledge about children with Attention Deficit Hyperactivity Disorder (ADHD) in elementary school teachers. Methods: The participants of this study were 204 elementary school teachers in Busan. From July to September 2010, the researchers collected data by using self-report questionnaires consisted of questions about their teachers' characteristics and teaching status and KADDS (36 items) developed by Sciutto, Terjesen and Frank. Frequency, percentage, arithmetic mean, standard deviation, t-test and ANOVA were used to analyze the data using SPSS WIN 16.0 program. Results: Less than 50% of the participants had previous education on ADHD. According to this experience, there were significant differences in participants' knowledge about children with ADHD (t=4.703, p<.001). For the 36 items, participants had an average of 19.19±4.58 points out of a possible 36. Moreover, lack of knowledge about teaching children with ADHD and communication problems with the parents of these children were considered to be the most disturbing factors. Conclusion: These results suggest that networks among teachers, parents and medical care professionals should be established. The results also indicate that educational programs for elementary school teachers should be developed in order to identify and teach children with ADHD appropriately.

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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

Cited by 3 publications

References 9 publications

Effectiveness of online responsive teaching in young children with developmental disabilities: a pilot study

Effectiveness of online responsive teaching in young children with developmental disabilities: a pilot study

Effects of a Parenting Program Applying Cognitive Behavior Therapy for Mothers of Children with a Tendency to ADHD

Teaching Status and Knowledge of Elementary School Teachers of Children with Attention Deficit Hyperactivity Disorder

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