Evaluation of an Online Parenting Program for Parents of Hyperactive/Inattentive Preschool Children

Introduction: Parent-child relationships of preschool children with hyperactive/inattentive behavior problems are often difficult, leading to parenting stress and negative parent-child interactions. By intervening early it may be possible to reduce some of the poor long term outcomes associated with these early behavior difficulties, such as relationship problems with family, teachers and peers, the development of conduct problems, and exacerbation of ADHD symptoms.  No online self-help parenting program has been tested in this population. This study is investigating the effectiveness of Triple P Online in reducing child hyperactive/ inattentive behavior; decreasing parenting stress and dysfunctional parenting; and increasing parenting satisfaction. Given the extra support needs of these parents, two telephone consultations with a practitioner are included.

Method: Using a randomized wait-list control design, parenting and child behavior data is being collected at three time points (pre-, post, and six month follow-up) in a target sample of 65 parents of 3 to 4 year old children with hyperactive/inattentive behavior difficulties. Participant selection is based on elevated levels of child hyperactivity/ inattentiveness according to parent report on the Werry-Weiss-Peters Activity Rating Scale (WWPARS; Routh, 1978) as well as  interviewer ratings of inattention and hyperactivity on the Parental Account of Children’s Symptoms Interview (PACS; Taylor, et al., 1986).

 Results: In this paper, Time 1, Time 2, and Time 3 data will be presented for 35 families who are currently participating in the study.  Maternal and paternal reports of child hyperactive/ inattentive behaviour, socio-emotional functioning, and conduct problems, based on the Conners Early Childhood-Behavior Scales (Con EC-BEH; Conners et al., 1998), will be analysed.  Teacher data on the children’s behavior and social functioning at preschool will be examined.  Primary caregiver parenting behavior will be analysed using data collected with the Authoritative Parenting Style subscale (PSDQ; Robinson, et al., 2001) and the Parenting Scale (PS; Arnold et al., 1993). Results for parenting stress and parenting role satisfaction will be conveyed utilizing the Depression Anxiety Stress Scales (DASS-21; Lovibond & Lovibond, 1995) and the Parenting Sense of Competence Scale (PSOC; Johnston & Mash, 1989). Associations between baseline data on parental ADHD symptoms and child executive functioning and child hyperactive/ inattentive behavior outcomes will be examined.

Discussion: This study will further our understanding of the efficacy of internet-based parenting interventions in reducing symptoms of ADHD in preschool children and improving parenting competence and satisfaction.