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Learning Objective 1: To evaluate the efficacy, predictability, and stability of an Interpersonal Cognitive Problem-Solving program on behavioral-emotional problems in all children with Attention Deficit Hyperactivity Disorder (ADHD).
Learning Objective 2: The learner will be able to the results of the one-year follow-up study on 32 children of the totally 33 children with ADHD.
The “Child Behavior Checklist for Ages 6-18 (Teacher Report Form/TRF)” and “DSM-IV based screening and assessment scale for Attention Disorder and Disruptive Behavior Disorder (parents’ and teacher’s forms)” were used to evaluate the efficacy of the program. The scales were applied to mothers, fathers and teachers of the children before and after ICPS and 1 year after training ended.
Result: The results of this follow-up have shown that the improvement in behavioral, social and emotional adjustment lasted 1 years after training ended. Findings indicated that the measured pre-training scores for behavioral and emotional problems (attention problems, hyperactivity problems, anxious/depressed, withdrawn/depressed, oppositional defiant problems, rule breaking behavior, and aggressive behavior) were significantly decreased for all children post-training. In addition, children’s total competence scores increased (working, behaving, learning and happy) after the ICPS. On both the DSM-IV based screening and assessment scales and TRF, the comparison between initial ratings and at 1-year follow-up was significant (p<0.05).
Conclusions: According to the results of this study, it is likely that the ICPS program would be a useful tool to decrease certain emotional and behavioral problems associated with ADHD in the school nursing. Specifically, it would be useful to increase the competence level of the children with ADHD in the following areas: working, behaving, learning and happy. An additional benefit of the program might be to empower children to deal with problems associated with ADHD such as attention problems, hyperactivity-impulsivity, and Oppositional defiant problems.