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Journal of Clinical Psychology in Medical Settings

Erschienen in:

01.03.2013

Classroom Changes in ADHD Symptoms Following Clinic-Based Behavior Therapy

verfasst von: David F. Curtis, Stephanie Chapman, Jack Dempsey, Sarah Mire

Erschienen in: Journal of Clinical Psychology in Medical Settings | Ausgabe 1/2013

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Abstract

This study examined classroom behavioral outcomes for children with Attention-Deficit/Hyperactivity Disorder (ADHD) following their participation in a manualized, 10-week intervention called Family Skills Training for ADHD-Related Symptoms (Family STARS). Family STARS combined behavioral parent training (BPT) and child-focused behavioral activation therapy (CBAT). Participants were children ages 7–10 diagnosed with ADHD-Combined Type. Pre- and post-treatment teacher ratings of ADHD symptoms were compared using a single group, within-subjects research design. Intervention effectiveness was analyzed using paired-samples t-tests. Results indicated statistically significant classroom improvements for externalizing behaviors and attention problems with medium and large main effects (respectively) for the intervention. Possible implications for combining CBAT with BPT for the treatment of ADHD are discussed as well as the relevance of these results for improving the effectiveness and portability of empirically supported interventions.

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Titel: Classroom Changes in ADHD Symptoms Following Clinic-Based Behavior Therapy
verfasst von: David F. Curtis
Stephanie Chapman
Jack Dempsey
Sarah Mire
Publikationsdatum: 01.03.2013
Verlag: Springer US
Erschienen in: Journal of Clinical Psychology in Medical Settings / Ausgabe 1/2013
Print ISSN: 1068-9583
Elektronische ISSN: 1573-3572
DOI: https://doi.org/10.1007/s10880-012-9307-2

Die Highlights vom Kongress des American College of Cardiology 2024

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Classroom Changes in ADHD Symptoms Following Clinic-Based Behavior Therapy

Abstract

Die Highlights vom Kongress des American College of Cardiology 2024

Springer Medizin

Abstract

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