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摘要
The present study investigates whether a multimodal, learning theory-based summer camp group training (ASCT, over 12 days) leads to improvement in ADHD symptoms. Of particular interest was determining the specific effect of integrating response-cost-token training (RCT). In an experimental pre-post1-post2 design, the ASCT was compared to a standardized parental education intervention (SPE). 27 children and adolescents, ranging in age from 7 to 17 years, were randomized by age, sex, and ADHD symptoms into the ASCT group (N = 18) or the SEP group (N = 19). During the summer camp social skills training, sports activities, and school tests were introduced. In all conditions of the summer camp the children were exposed to a standardized RCT. Moreover, the children were given medication according to a double-blind, crossover, and randomized design with three conditions: once-daily extended-release methylphenidate, twice-daily immediate-release methylphenidate, and placebo. Trained assistants observed the behavior of the children in specific situations using the SCAMP as the evaluation measure. Moreover, parents and teachers completed standardized questionnaires for the children prior to the summer camp and at 6 and 24 months after the training. The results showed a significant improvement of ADHD symptoms after the summer camp was completed, as well its 2 years later. This was evident in the ratings provided by the teachers but not by the parents. Of interest is the finding of increased symptoms of ADHD immediately following the SEP, as noted by the teachers. These effects seem attributable to the RCT. The results of the study show that a multimodal, intensive, learning theory-oriented ADHD summer camp leads to long-lasting clinical effects, if combined with RCT For economic reasons the ADHD summer camp could be all expedient intervention in outpatient hospitals and clinical practices.
- 出版日期2009
- 单位河北医科大学
