مقایسه اثربخشی دارودرمانی و ترکیب دارودرمانی و آموزش مدیریت والدین بر شاخص‌های بینایی- ساختاری، توجهی، رفتاری و هیجانی کودکان مبتلا به اختلال بیش‌فعالی/کمبود توجه

Objectives: The aim of the present study was to compare the effectiveness of medication with and without parent management training (PMT) on visuo-constructive, attentional, behavioral and emotional indicators of children with attention deficit/hyperactivity disorder. Method: In this interventional study, 18 children with ADHD combined type and their mothers were randomly allocated into a medication group (MED) and a medication plus parent management training (MED+PMT). Medication was prescribed for all affected children, for at least a five-week period. In addition, in MED+PMT group, 10 sessions of PMT was administered. The Child Symptom Inventory-4th Edition (CSI-4), Bender Gestalt Visual Motor Test, Stroop Color-Word Test (SCWT), Raven's Progressive Matrices (RPM), and Conners' Parent Rating Scales-Revised short form (CPRS-R-S) were administered before and after treatment. The data analysis was done by Hoteling test, t-test for independent variables, and univariate and multivariate analysis of covariance. Results: In both groups, after intervention the visuo-constructive scores were reduced and attention scores increased (p<0.05 and p<0.1, respectively).Combination treatment was effective on all relevant indices (p<0.01, in all cases). Also, medication alone caused significant changes in hyperactivity (p<0.05) and ADHD (p<0.05) indices. The oppositional behavior scores were reduced more in MED+PMT group than MED group (p<0.05). Neither medication nor combination treatment was effective on emotional indices. Conclusion: Medication is effective in treatment of cognitive impairments. However, combination of medication and parent management training causes more improvement in oppositional behaviors and interaction between parents and children.