Middle Eastern Journal of Disability Studies

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Hosseinnezhad A, Abolghasemi S, Vatankhah H R, Khalatbari J. Comparing the Effects of Parent Behavior Management and Anger Management Training on Academic Resilience and Parent-Child Relationship in Students with Attention-Deficit/Hyperactivity Disorder. MEJDS 2021; 11 :89-89
URL: http://jdisabilstud.org/article-1-2111-en.html

Background & Objectives: Attention–Deficit/Hyperactivity Disorder (ADHD) is often concomitant with the lack of resistance against failures and academic failure. ADHD adversely impacts family function and students’ resilience. This disorder mainly targets the students’ academic situation and social growth. Certain training interventions, such as Parent Behavior Management Training (PBMT) and Cognitive Behavioral Therapy–Based Anger Management Training (CBT–based AMT) are of great value for reducing academic barriers. Parents’ training can promote their self–efficiency concerning parental role. In AMT, students become familiar with the magical cycle of thinking, feeling, behaving, and its consequences. Thus, this study aimed to compare the effects of PBMT and AMT on Academic Resilience (AR) and parent–child relationship in students with ADHD.
Methods: This was a quasi–experimental study with a pretest–posttest–follow–up and a control group design. The study population consisted of all 11– to 12–year–old children with ADHD referring to Peyvand psychology clinic in Bandar–Anzali City, Iran by schools from September 2019 to March 2020. Thirty subjects with a diagnosed ADHD by a psychiatrist were selected by the convenience sampling method. They were randomly placed into 3 groups of 10 subjects (PBMT, AMT, control). The inclusion criteria of the study included the age range of 11 to 12 years, male gender, receiving a diagnosis of ADHD, and an intelligence quotient of 85–135. The exclusion criterion of the study was absence from >2 intervention sessions. In pretest, posttest, and follow–up stages, all research subjects were measured by the Academic Resilience Questionnaire (Martin, 2000) and the Parenting Stress Index (Abidin, 1990). The PBMT sessions were provided in 9 ninety–minute sessions in 3 months for parents to educate them on behavioral management training per Barclay’s pattern (2015). The examined students were provided with 12 sixty–minute AMT sessions based on Reilly and Shopshire’s package (2000). However, the control group received no training. The obtained data were analyzed using descriptive statistics (mean & SD) and inferential statistics, including the Kruskal–Wallis test, repeated–measures Analysis of Variance (ANOVA), and Bonferroni post hoc test in SPSS. The significance level of the tests was considered 0.05.
Results: Concerning the effect of time and the interaction of time and treatment, AR and parent–child stress were significant (p<0.001). The posttest scores of the experimental groups in the mentioned two variables were significantly different from those of the controls (p<0.001). The follow–up values of AR in the experimental groups were significantly different from those of the control group (p<0.001). However, respecting parent–child stress, the AMT groups’ scores were not significantly different from those of the controls (p=0.265); only the scores of the PBMT group were significantly different from those of the control group in this regard (p<0.001). In the posttest and follow–up steps, the experimental groups’ scores were significantly different in AR (p<0.001, p=0.024, respectively). The posttest scores of the AMT group respecting parent–child stress were significantly different from those of the PBMT group (p=0.003); however, there was no significant difference in the follow–up scores of the two groups in parent-child stress (p=0.496).
Conclusion: According to the present research findings, PBMT and AMT effectively improved AR and the quality of parent-child relationships; however, AMT presented a greater effect on increasing AR, compared to PBMT. Furthermore, the effectiveness of PBMT was greater on improving the quality of parent–child relationship among parents, compared to AMT.