6533b831fe1ef96bd12998db

RESEARCH PRODUCT

Differential impact of a multimodal versus pharmacological therapy on the core symptoms of Attention Deficit Hyperactivity Disorder in childhood

Roberta CeccatoSonia JarqueLaura Amado

subject

MaleParentsmedicine.medical_specialtyTrastorns per dèficit d'atenció amb hiperactivitat en els infantsPharmacological therapyeducation.educational_degreePsychological interventionPsychiatric rehabilitationPsychiatric RehabilitationAttention deficit disorder with hyperactivity in children03 medical and health sciences0302 clinical medicinemental disordersDevelopmental and Educational PsychologymedicineCombined Modality TherapyAttention deficit hyperactivity disorderHumans0501 psychology and cognitive sciencesPsychiatryeducationChildDifferential impactAttention-deficit-disordered childrenMethylphenidate05 social sciencesTeacher Trainingmedicine.diseaseCombined Modality TherapyClinical PsychologyTrastorns per dèficit d'atenció en els infantsAttention Deficit Disorder with HyperactivityMethylphenidateCentral Nervous System StimulantsFemaleSchool TeachersPsychologyPsychosocial030217 neurology & neurosurgery050104 developmental & child psychologymedicine.drug

description

Abstract The aim of this study was to analyze the relative and differential efficacy of a combined versus medical treatment to reduce the symptoms of ADHD children in the school and family environment. A total of 100 subjects participated: 20 children with ADHD, their 40 parents and their 40 teachers. Half of the subjects were assigned to the drug group and half to the combined (drug plus psychosocial, psychoeducational intervention with teachers and mothers/fathers). Results The group analyses indicated that both treatments were effective, without significant differences between them. Individualized clinical analyses indicated that higher percentages of improvement and normalization were obtained in the children in the combined group than in the drug only group. Our findings point to the desirability of implementing long-lasting multimodal, multicontextual interventions for ADHD in childhood.

yearjournalcountryeditionlanguage
2015-01-01
http://hdl.handle.net/2445/100178