The Effectiveness of Coping Power Program for ADHD: An Observational Outcome Study

L. Vanzin, P. Colombo, A. Valli, V. Mauri, S. Busti Ceccarelli, M. Pozzi, M. Molteni, M. Nobile

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Abstract

The present study evaluates the implementation of the Coping Power Program (CPP)-Child Component in a group of patients with attention deficit/hyperactivity disorder (ADHD), and explores the effects of this treatment on changes in the primary and associated symptoms of ADHD. A clinical sample of 50 children and preadolescents (8–13 years) with ADHD was involved. The clinical sample was split into a treatment group (TG; N = 26), which was included in the child training program (CPP), and a control group (CG; N = 24), which was placed on a waiting list. The Clinical Global Impression-Severity (CGI-S) and the Child Behavior Checklist 6–18 (CBCL 6–18) were assessed at baseline and at the end of treatment. The outcomes were assessed as a CBCL-subscale response rate and a CGI-S shift. Our results showed a significant improvement in children’s global functioning and in emotional and behavioral symptoms. The children in the TG were more likely to shift from a more severe functional impairment class to a less severe one (69.2% of TG vs. 20.8% of CG). Further, the CGI-S scores diminished significantly in the TG (p < 0.01). There were significant differences in the changes in Social Problems (p < 0.05), Attention Problems (p < 0.05) and Rule-Breaking Behavior Scales (p < 0.05). CPP seemed to be effective in children and adolescents with ADHD without comorbidity for ODD or CD. Our study revealed an improved outcome, not only in the core symptoms of ADHD, but also in global functioning and social adjustment. Possible improvements to the present formulation of CPP-C are discussed.

Original languageEnglish
Pages (from-to)3554-3563
Number of pages10
JournalJournal of Child and Family Studies
Volume27
Issue number11
DOIs
Publication statusPublished - 2018

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Keywords

  • ADHD
  • CBCL
  • CGI
  • Coping Power Program
  • Externalizing problems
  • Rehabilitation

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

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