***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: The efficacy of group parent training was assessed in improving compliance and time on task in preschoolers with attention-deficit disorder with hyperactivity . Positive effects were obtained on measures of child compliance , but not on measures of attention . Parental compliance-management skills and overall style of interaction were also positively affected . The use of parent training for early intervention with ADDH children is discussed BACKGROUND There is a pressing need for cost-effective population -based interventions to tackle early-onset antisocial behaviour . As this is determined by many factors , it would seem logical to devise interventions that address several influences while using an efficient means of delivery . The aim of this trial was to change four risk factors that predict poor outcome : ineffective parenting , conduct problems , attention deficit/hyperactivity disorder ( ADHD ) symptoms , and low reading ability . METHODS A r and omised controlled trial was carried out in eight schools in London , Engl and . Nine hundred and thirty-six ( 936 ) 6-year-old children were screened for antisocial behaviour , then parents of 112 high scorers were r and omised to parenting groups held in schools or control ; 109 were followed up a year later . The intervention lasted 28 weeks and was novel as it had components to address both child behaviour ( through the Incredible Years programme ) and child literacy ( through a new ' SPOKES ' programme to help parents read with their children ) . Fidelity of implementation was emphasised by careful training of therapists and weekly supervision . Controls received an information helpline . Assessment of conduct problems was by parent interview , parenting by direct observation and child reading by psychometric testing . RESULTS At follow-up parents allocated to the intervention used play , praise and rewards , and time out more often than controls , and harsh discipline less ; effect sizes ranged from .31 to .59 sd ( p-values .046 to .005 ) . Compared to control children , whose behaviour did n't change , intervention children 's conduct problems reduced by .52sd , ( p < .001 ) , dropping from the 80th to the 61st percentile ; oppositional-defiant disorder ( ODD ) halved from 60 % to 31 % ( p = .003 ) . ADHD symptoms reduced by .44sd ( p = .002 ) , and reading age improved by six months ( .36sd , p = .027 ) . Teacher-rated behaviour did n't change . The programme cost pound2,380 ( $ 3,800 ) per child . CONCLUSIONS Effective population -based early intervention to improve the functioning of with antisocial behaviour is practically feasible by targeting multiple risk factors and emphasising implementation fidelity OBJECTIVE A community-based r and omized controlled trial ( RCT ) was conducted in urban areas characterized by high levels of disadvantage to test the effectiveness of the Incredible Years BASIC parent training program ( IYBP ) for children with behavioral problems . Potential moderators of intervention effects on child behavioral outcomes were also explored . METHOD Families were included if the child ( aged 32 - 88 months ) scored above a clinical cutoff on the Eyberg Child Behavior Inventory ( ECBI ) . Participants ( n = 149 ) were r and omly allocated on a 2:1 ratio to an intervention group ( n = 103 ) or a waiting-list control group ( n = 46 ) . Child behavior , parenting skills , and parent well-being were assessed at baseline and 6 months later using parent-report and independent observations . An intention-to-treat analysis of covariance was used to examine postintervention differences between groups . RESULTS Statistically significant differences in child disordered behavior favored the intervention group on the ECBI Intensity ( effect size = 0.7 , p < .001 ) and Problem subscales ( effect size = 0.75 , p < .001 ) . Intervention effects on child hyperactive-inattentive behaviors and social competence , as well as parent competencies and well-being , were also found . Moderator analyses showed that the effects of the IYBP intervention on the primary child outcomes were not moderated by child or family demographic characteristics or risk factors . CONCLUSION The results demonstrate the effectiveness of the IYBP in alleviating problem behavior among children and in improving well-being among families living in disadvantaged areas . The findings also highlight the importance of parental intervention in early childhood for parents and children most in need of support The effectiveness of the Incredible Years Basic parent programme ( IYBP ) in reducing child conduct problems and improving parent competencies and mental health was examined in a 12-month follow-up . Pre- to post-intervention service use and related costs were also analysed . A total of 103 families and their children ( aged 32–88 months ) , who previously participated in a r and omised controlled trial of the IYBP , took part in a 12-month follow-up assessment .  Child and parent behaviour and well-being were measured using psychometric and observational measures . An intention-to-treat analysis was carried out using a one-way repeated measures ANOVA . Pairwise comparisons were subsequently conducted to determine whether treatment outcomes were sustained 1 year post-baseline assessment . Results indicate that post-intervention improvements in child conduct problems , parenting behaviour and parental mental health were maintained . Service use and associated costs continued to decline . The results indicate that parent-focused interventions , implemented in the early years , can result in improvements in child and parent behaviour and well-being 12 months later . A reduced reliance on formal services is also indicated The present study evaluated the effectiveness of a parent training and emotion socialization program design ed specifically for hyperactive preschoolers . Participants were 31 preschool-aged children whose parents were r and omly assigned to a  parent training ( PT ) or waitlist ( WL ) control group .  PT parents took part in a 14-week parenting program that involved teaching parenting strategies for managing hyperactive and disruptive behavior as well as emotion socialization strategies for improving children 's emotion regulation . Compared to WL mothers , PT mothers reported significantly less child inattention , hyperactivity , oppositional defiance , and emotional lability ; were observed using significantly more positive and less negative parenting ; and reported significantly less maternal verbosity and unsupportive emotion socialization practice s. Results provide some support for the effectiveness of this parenting program for reducing attention-deficit hyperactivity disorder ( ADHD ) symptoms and associated problems in preschool-aged children OBJECTIVE To evaluate two different parent-based therapies for preschool attention-deficit/hyperactivity disorder ( ADHD ) in a community sample . METHOD Three-year-old children displaying a preschool equivalent of ADHD ( n = 78 ) were r and omly assigned to either a parent training ( PT ; n = 30 ) , a parent counseling and support ( PCO&S ; n = 28 ) , or a waiting-list control group ( n = 20 ) . The PT group received coaching in child management techniques . The PC&S group received nondirective support and counseling .  Measures of child symptoms and mothers ' well-being were taken before and after intervention and at 15 weeks follow-up . RESULTS ADHD symptoms were reduced ( F2,74 = 11.64 ; p < .0001 ) and mothers ' sense of well-being was increased by PT relative to both other groups ( F2,74 = 10.32 ; p < .005 ) . Fifty-three percent of children in the PT group displayed clinical ly significant improvement ( chi 2 = 4.08 ; p = .048 ) . CONCLUSIONS PT is a valuable treatment for preschool ADHD . PC&S had little effect on children 's behavior . Constructive training in parenting strategies is an important element in the success of parent-based interventions . Psychostimulants are not a necessary component of effective treatment for many children with preschool ADHD Annual screenings of preschool children at kindergarten registration identified 158 children having high levels of aggressive , hyperactive , impulsive , and inattentive behavior . These " disruptive " children were r and omly assigned to four treatment conditions lasting the kindergarten school year : no treatment , parent training only , full-day treatment classroom only , and the combination of parent training with the classroom treatment . Results showed that parent training produced no significant treatment effects , probably owing largely to poor attendance . The classroom treatment produced improvement in multiple domains : parent ratings of adaptive behavior , teacher ratings of attention , aggression , self-control , and social skills , as well as direct observations of externalizing behavior in the classroom . Neither treatment improved academic achievement skills or parent ratings of home behavior problems , nor were effects evident on any lab measures of attention , impulse control , or mother-child interactions . It is concluded that when parent training is offered at school registration to parents of disruptive children identified through a brief school registration screening , it may not be a useful approach to treating the home and community behavioral problems of such children . The kindergarten classroom intervention was far more effective in reducing the perceived behavioral problems and impaired social skills of these children . Even so , most treatment effects were specific to the school environment and did not affect achievement skills . These findings must be viewed as tentative until follow-up evaluations can be done to determine the long-term outcomes of these interventions BACKGROUND The ' New Forest Parenting Package ' ( NFPP ) , an 8-week home-based intervention for parents of preschoolers with attention-deficit/hyperactivity disorder ( ADHD ) , fosters constructive parenting to target ADHD-related dysfunctions in attention and impulse control . Although NFPP has improved parent and laboratory measures of ADHD in community sample s of children with ADHD-like problems , its efficacy in a clinical sample , and relative to an active treatment comparator , is unknown . The aims are to evaluate the short- and long-term efficacy and generalization effects of NFPP compared to an established clinic-based parenting intervention for treating noncompliant behavior [ ' Helping the Noncompliant Child ' ( HNC ) ] in young children with ADHD . METHODS A r and omized controlled trial with three parallel arms was the design for this study . A total of 164 3 - 4-year-olds , 73.8 % male , meeting DSM-IV ADHD diagnostic criteria were r and omized to NFPP  ( N = 67 ) , HNC ( N = 63 ) , or wait-list control ( WL , N = 34 ) . All participants were assessed at post-treatment . NFPP and HNC participants were assessed at follow-up in the next school year . Primary outcomes were ADHD ratings by teachers blind to and uninvolved in treatment , and by parents . Secondary ADHD outcomes included clinician assessment s , and laboratory measures of on-task behavior and delay of gratification . Other outcomes included parent and teacher ratings of oppositional behavior , and parenting measures . ( Trial name : Home-Based Parent Training in ADHD Preschoolers ; Registry : Clinical Trials.gov Identifier : NCT01320098 ; URL : http://www/ clinical trials.gov/ct2/show/NCT01320098 ) . RESULTS In both treatment groups , children 's ADHD and ODD behaviors , as well as aspects of parenting , were rated improved by parents at the end of treatment compared to controls . Most of these gains in the children 's behavior and in some parenting practice s were sustained at follow-up . However , these parent-reported improvements were not corroborated by teacher ratings or objective observations . NFPP was not significantly better , and on a few outcomes significantly less effective , than HNC . CONCLUSIONS The results do not support the cl aim that NFPP addresses putative dysfunctions underlying ADHD , bringing about generalized change in ADHD , and its underpinning self-regulatory processes . The findings support documented difficulties in achieving generalization across nontargeted setting s , and the importance of using blinded measures to provide meaningful assessment s of treatment effects The efficacy of the Incredible Years parent and child training programs is established in children diagnosed with oppositional defiant disorder but not among young children whose primary diagnosis is attention-deficit/hyperactivity disorder ( ADHD ) . We conducted a r and omized control trial evaluating the combined parent and child program interventions among 99 children diagnosed with ADHD ( ages 4–6 ) . Mother reported significant treatment effects for appropriate and harsh discipline , use of physical punishment , and monitoring , whereas fathers reported no significant parenting changes . Independent observations revealed treatment effects for mothers ' praise and coaching , mothers ' critical statements , and child total deviant behaviors . Both mothers and fathers reported treatment effects for children 's externalizing , hyperactivity , inattentive and oppositional behaviors , and emotion regulation and social competence . There were also significant treatment effects for children 's emotion vocabulary and problem-solving ability . At school teachers reported treatment effects for externalizing behaviors and peer observations indicated improvements in treated children 's social competence BACKGROUND The effectiveness of parent training ( PT ) when delivered as part of specialist tier-two services for preschool AD/HD children has been recently demonstrated . AIMS To assess the effectiveness of the same PT programme when delivered as part of routine primary care by non-specialist nurses . METHOD A sample of 89 3-year-old children with preschool AD/HD took part in a controlled trial of an eight-week ( one hour a week ) , health visitor delivered , PT package . Children , allocated r and omly to PT ( n = 59 ) and waiting list control ( WLC ; n = 30 ) groups , were compared . RESULTS PT did not reduce AD/HD symptoms . Maternal well-being decreased in both PT and WLC groups . CONCLUSIONS While PT is an effective intervention for preschool AD/HD when delivered in specialized setting s , these benefits do not appear to generalize when programme are delivered as part of routine primary care by non-specialist nurses A preventive mental health intervention was tested with low income parent-child dyads . Parents who were having a problem with the behavior of their preschool child were recruited ; 89 parents , of 96 children , completed pre- and postintervention assessment s. Families were r and omly assigned to a 
    Output:
    
Based on independent assessment , results were only significant for negative parenting .
Program type , intervention modality , and child diagnostic status did not moderate the effect .
Conclusion : PT was partially supported as an efficacious intervention for preschool children with ADHD or ADHD symptoms with moderate ESs on parent-rated outcomes , but no significant results on independently assessed ADHD symptoms