Effectiveness of training parents by Adler- Dreikurs Approach on emotion regulation and parent-child interaction in children with Attention Deficit/Hyperactivity Disorder

Abstract

The present study was conducted aiming to determine the effectiveness of training the parents through Adler- Dreikurs approach on emotion regulation and parent-child interaction of the children with Attention Deficit/Hyperactivity Disorder (ADHD). It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population of the current study was the all the primary school children with ADHD and their parents in Isfahan City in academic year 2018-19. 30 primary school children with ADHD were selected using purposive sampling method and they were randomly assigned into experiment and control groups (each group of 15 children). The parents in the experiment group received ten sessions of training Adler- Dreikurs approach (Amiri, Alizadeh, and Farrokhi, 2014). The applied questionnaires in this study included Conners ADHD Questionnaire, parents form (Brook and Clinton, 2007), Emotional Regulation (Shield and Kiketi, 1998) and Parent-Child Interaction (Pianta, 1994). The data from the study were analyzed through repeated measurement ANOVA method Using SPSS23 statistical software. The results showed that training the parents through Adler- Dreikurs approach has had significant effect on emotion regulation (p<0.001) and parent-child interaction (p<0.001) of the children with ADHD. According to the findings of the present study, it can be concluded that training the parents through Adler- Dreikurs approach can be used as an efficient method to improve emotion regulation and parent-child interaction of the children with ADHD focusing on normal principles of parent-child interaction.