Testing Effective Strategies for Reducing Child Problem Behavior Among Children Diagnosed with Attention Deficit Hyperactivity Disorder (ADHD): An Evaluation of the 1-2-3 Magic Parenting Program

INTERVENTION: Behavioural parent training: 1‐2‐3 Magic: Effective Discipline for Children 2‐12 Program. Parents attended three intervention sessions over subsequent weeks (2 hours per session) and a booster session (one and a half hours) four weeks later. The three intervention sessions involved watching the 1‐2‐3 Magic DVD's, therapist input and group discussions. The booster session was a group discussion. The intervention sessions coverered selected segments from the two 1‐2‐3 Magic DVD's, 1‐2‐3 Magic: Managing Difficult Behavior in Children 2‐12 and More 1‐2‐3 Magic: Encouraging Good Behavior, Independence and Self‐Esteem. Both DVD's included explanations of the parenting training techniques and their application in various home and public settings. Both DVD’s featured role‐play vignettes showing maladaptive parent‐child interactions followed by vignettes demonstrating the corrective, more adaptive style of parent‐child interaction. Total time viewing the DVD’s across the three intervention sessions was 163 minutes. Summary of the components of 1‐2‐3 Magic program utilized in this study Week 1 ‐ 1‐2‐3 Magic DVD Stop behavior Part 1 ‐ Straight thinking Part 2 ‐ Controlling obnoxious behavior Part 3 ‐ Real world applications/Frequently asked questions Week 2 ‐ 1‐2‐3 Magic DVD Stop behavior Part 4 ‐ Testing and manipulation Part 5 ‐ Counting in action Part 6 ‐ Conclusion Week 3 ‐ More 1‐2‐3 Magic DVD Start behavior Introduction and review Part 1 ‐ Seven tactics for encouraging good behavior Part 2 ‐ Specific applications Throughout the three intervention sessions the therapist explained and revised the salient concepts shown in the 1‐2‐3 Magic DVD's and answered participants' questions. The booster session provided participants with an opportiunity to have any queries they had about the program answered. It also provided participants with an opportunity to share their experiences in implementing the 1‐2‐3 Magic Program. Participation in the group discussion was a free choice. Group size ‐ maximum 29. CONDITION: Childhood ADHD PRIMARY OUTCOME: Change in child ADHD behaviour ‐ Conners 3rd Edition – Parent Short Form (Conners 3‐P(S); Conners, 2008), validated measure. Change in child disruptive behaviour ‐ Eyberg Child Behavior Inventory (ECBI, Eyberg & Pincus, 1999), validated measure. Change in parenting behaviour ‐ The Parent Stress Index (Fourth Edition) – Short Form (PSI‐4‐SF; Abidin, 1990), validated measure. SECONDARY OUTCOME: Participant staisfaction ‐ Therapy Attitude Inventory (TAI; Breston, Jacobs, Rayfield & Eyberg, 1999), validated measure. INCLUSION CRITERIA: 1. Parents of a child diagnosed with ADHD. 2. Target child required to be aged 6‐12 years. 3. Target child required to have a formal diagnosis of ADHD. 4. Parent required to reside with the target child on a full‐time or majority part‐time basis. 5. Parent required to have current concerns about the target child's behaviour in the home environment.