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Effectiveness Study of Videoconferencing on Teaching Parent Training Skills to Parents of Children With Attention Deficit Hyperactivity Disorder (ADHD)

This study has been completed.
Information provided by:
University of California, Davis Identifier:
First received: June 25, 2010
Last updated: July 12, 2010
Last verified: July 2010

The purpose of this study is to evaluate the effectiveness of group parent training taught through videoconferencing on ADHD treatment via a comparison between participants using traditional face-to-face parent training sessions and a group using teleconferencing.

Condition Intervention
Attention Deficit Hyperactivity Disorder
Behavioral: parent training

Study Type: Interventional
Study Design: Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Open Label
Primary Purpose: Treatment
Official Title: The Effectiveness of Videoconferencing on Teaching Parent Training Skills to Parents of Children With ADHD

Resource links provided by NLM:

Further study details as provided by University of California, Davis:

Primary Outcome Measures:
  • Acceptance of the parent and children on the mode the communication as well as parent training [ Time Frame: One year ] [ Designated as safety issue: No ]
    Acceptance of the parent and children on the mode the communication as well as parent training will be measured by a Likert scale, which is a 12 intem questionare to assess parent's satisfaction with the intervention.

Enrollment: 22
Study Start Date: April 2008
Study Completion Date: June 2009
Primary Completion Date: June 2009 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: Videoconference
Parent training through videoconference
Behavioral: parent training
Behavioral management skill training
Active Comparator: Control
Parent training through face to face conference
Behavioral: parent training
Behavioral management skill training

Detailed Description:

Subjects with a primary diagnosis of ADHD between the ages of 6 and 14 years were enrolled. All subjects were screened and assessed for psychiatric and learning disorders using structured interviews (DICA, parent and child version, Reich et al, 2000) based on DSM IV criteria and parent and teacher rating scales. Mothers took the Beck Depression Inventory (BDI) to assess for depression.

Parents or primary caregivers were randomized to two treatment arms (videoconference or face to face). Ten sessions of weekly parent training through either videoconference or face-to-face delivery was conducted using Dr. Russell A. Barkley's manual. A non-mandatory skill training and play group was offered to the children of both groups while parents attended the parent training group in order to provide child care for the parents during the training sessions.

Following outcomes will be measured to assess the effectiveness of the intervention:

Primary outcome Acceptance of the parent and children on the mode the communication as well as parent training.

Secondary outcomes:

  1. Parent-child relations measured by the Parent Child Relationship Questionnaire (PCQ)
  2. The Vanderbilt Assessment Scale (parent & teacher versions), Children Global Assessment Scale (CGAS), Clinical Global Impression- Severity score (CGI-S), and Clinical Global Impression-Improvement Scores (CGI-I) assessed the severity of core symptoms of ADHD and oppositional/aggressive symptoms.
  3. The parent and teacher-rated versions of the Social Skills Rating System (SSRS) assessed social skills.

Ages Eligible for Study:   6 Years to 14 Years
Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   No

Inclusion Criteria:

  • DSM-IV criteria for any subtype of ADHD.
  • ADHD must be the primary diagnosis if there is comorbidity.

Exclusion Criteria:

  • Subjects with significant medical conditions, which are not stable on current outpatient treatment regimen.
  • Subjects with severe psychiatric disorders (i.e., bipolar disorder, autism, schizophrenia, major depression).
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Please refer to this study by its identifier: NCT01161719

United States, California
UC Davis MIND Institute
Sacramento, California, United States, 95817
Sponsors and Collaborators
University of California, Davis
Principal Investigator: Yuhuan Xie, MD University of California, Davis
  More Information

No publications provided by University of California, Davis

Additional publications automatically indexed to this study by Identifier (NCT Number):
Responsible Party: Yuhuan Xie, University of California, Davis Identifier: NCT01161719     History of Changes
Other Study ID Numbers: 200816003
Study First Received: June 25, 2010
Last Updated: July 12, 2010
Health Authority: United States: Institutional Review Board

Keywords provided by University of California, Davis:
Parent training

Additional relevant MeSH terms:
Attention Deficit Disorder with Hyperactivity
Attention Deficit and Disruptive Behavior Disorders
Mental Disorders
Mental Disorders Diagnosed in Childhood
Nervous System Diseases
Neurologic Manifestations
Signs and Symptoms processed this record on February 27, 2015