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Cochrane Database of Systematic Reviews

Intervenciones de entrenamiento para padres sobre el Trastorno de Hiperactividad y Déficit de Atención (THDA) en niños de cinco a 18 años de edad

Información

DOI:
https://doi.org/10.1002/14651858.CD003018.pub3Copiar DOI
Base de datos:
  1. Cochrane Database of Systematic Reviews
Versión publicada:
  1. 07 diciembre 2011see what's new
Tipo:
  1. Intervention
Etapa:
  1. Review
Grupo Editorial Cochrane:
  1. Grupo Cochrane de Problemas de desarrollo, psicosociales y de aprendizaje

Copyright:
  1. Copyright © 2011 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd.

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Autores

  • Morris Zwi

    Correspondencia a: Richmond Royal Hospital, South West London & St George's NHS Mental Health Trust, Richmond, UK

    [email protected]

    [email protected]

  • Hannah Jones

    Cochrane Schizophrenia Group, University of Nottingham, Nottingham, UK

  • Camilla Thorgaard

    Kraftens Bekæmpelse, Strandboulevarden 49, København Ø, Denmark

  • Ann York

    Richmond Royal Hospital, South West London & St George's NHS Mental Health Trust, Richmond, UK

  • Jane A Dennis

    c/o Developmental, Psychosocial and Learning Problems Group, Queen's University, Belfast, UK

Contributions of authors

Morris Zwi (MZ) conceived and designed the original review question and wrote the background of the protocol with assistance from Ann York (AY). Jane Dennis (JD), Hannah Jones (HJ) and Camilla Thorgaard (CT) contributed to the refining of the inclusion criteria. MZ, JD and HJ wrote the Methods sections.

Results were vetted in pairs by MZ, JD, HJ and AY. Studies were assessed for eligibility and data were extracted and entered into RevMan 5.0 in pairs by MZ, JD, HJ and CT. The final review was written by MZ, JD, HJ and AY.

Sources of support

Internal sources

  • University of Bristol, UK.

External sources

  • PPP Healthcare Medical Trust "Mid‐Career Awards" grant, UK.

  • SFI Campbell, The Danish National Centre for Social Research, Denmark.

Declarations of interest

Morris Zwi ‐ this research was facilitated by the receipt of a PPP Mid‐Career Award which funded a locum 2.5 days per week for one year to allow completion of a diploma in Systematic Reviews methodology at the Systematic Reviews Training Unit, UCL. The Campbell Collaboration contributed £3000 to facilitate the completion of this review.
Hannah Jones ‐ none known.
Camilla Thorgaard ‐ none known.
Ann York ‐ none known.
Jane A Dennis ‐ none known.

Acknowledgements

We would like to thank persons formerly on the authorline of this protocol who made contributions at the early stages: Carol Joughin, Sima Pindoria (UK). Thanks also to members of the original steering group at the Systematic Reviews Training Unit, Institute of Child Health, University College London (UK), especially Stuart Logan.

Thanks also to Geraldine Macdonald (Co‐ordinating Editor, CDPLPG) for her hard work and support of this project; to Jo Abbott (former Trials Search Co‐ordinator of the Cochrane Developmental, Psychosocial and Learning Problems Group (CDPLPG)) for searches, and to anonymous statistical editors within the Cochrane and Campbell Collaborations. We are also grateful to Krystyna Kowalski (SFI Campbell, Denmark) for her patience and support over several years and to Cathy Bennett (Systematic Research Ltd, UK) for continuing assistance and attention to detail.

We would also like to thank those who helped us in obtaining potential studies for the review, including: Julie Millener (formerly of the CDPLPG editorial base), Yanina Sguassero (CDPLPG author, Argentina) and Jutta Stoffers (CDPLPG author, Germany). Thanks also to Angela Huertas‐Ceballos (CDPLPG author, UK), Toby Lasserson of the Cochrane Airways Group (UK), Danielle Ouwejan of the University of Bristol (UK) and Dr Qihua Ye (People's Republic of China), who provided assistance with translations of potential studies from Spanish, German, Dutch and Chinese, respectively.

We would like to thank numerous primary investigators who assisted us in providing clarification on aspects of methodology and data from studies cited within this review. They include Dr Michelle Beyer (USA), Dr Anil Chacko (USA), Dr Richard Conte (USA), Dr Maj Britt Drugli and Dr Sturla Fossum (Norway), Dr Chauntel Gustis (USA), Professor Nick Ialongo (USA), Dr Sue Odom (USA), Professor Lawrence Scahill (USA) and Professor Stephen Scott (UK).

Version history

Published

Title

Stage

Authors

Version

2011 Dec 07

Parent training interventions for Attention Deficit Hyperactivity Disorder (ADHD) in children aged 5 to 18 years

Review

Morris Zwi, Hannah Jones, Camilla Thorgaard, Ann York, Jane A Dennis

https://doi.org/10.1002/14651858.CD003018.pub3

2009 Jul 08

Parent training interventions for attention deficit hyperactivity disorder

Protocol

Morris Zwi, Hannah Jones, Camilla Thorgaard, Ann York, Jane A Dennis

https://doi.org/10.1002/14651858.CD003018.pub2

2001 Apr 23

Parent training interventions in attention‐deficit/hyperactivity disorder

Protocol

Morris Zwi, Sima Pindoria, Carol Joughin

https://doi.org/10.1002/14651858.CD003018

Differences between protocol and review

  • In response to feedback from an external peer referee, we acknowledge that parent training in ADHD is mainly aimed at reducing ADHD symptoms and associated behaviour problems, so academic achievement would generally be seen to be a secondary rather than a primary outcome. We have changed the list of primary and secondary outcomes to reflect this.

  • We updated the form of the search flow diagram from the QUOROM to the PRISMA statement.

  • We deleted a proposed subgroup analysis listed in our protocol, regarding 'children with disruptive behaviour disorders where ADHD is specified as a subgroup', because we realised that it was in direct conflict with one of our inclusion criteria, namely that ADHD should be the focus of any included study. See also 'Discussion' for why this decision was taken (namely that studies wherein ADHD is not the prime focus tend inevitably to have excluded 'typical' ADHD children).

  • The section on 'Unit of analysis' issues (now published in Appendix 4, Additional methods for future updates) contains a slight alteration to plans for the analysis of cluster‐randomised controlled trials.

  • The section on 'Sensitivity analysis' issues (now published in Appendix 4, Additional methods for future updates) contains a plan to consider the impact of differing ratings on pre‐specified 'Risk of bias' criteria within sensitivity analyses, and plans to assess whether results are sensitive to restricting the analyses to studies judged to be at low risk of bias with regard to: (a) selection bias (associated with sequence generation or allocation concealment); (b) only studies with low risk of attrition bias (associated with completeness of data).

Notes

This review is co‐registered within The Campbell Collaboration (www.campbellcollaboration.org).

PICO

Population
Intervention
Comparison
Outcome

El uso y la enseñanza del modelo PICO están muy extendidos en el ámbito de la atención sanitaria basada en la evidencia para formular preguntas y estrategias de búsqueda y para caracterizar estudios o metanálisis clínicos. PICO son las siglas en inglés de cuatro posibles componentes de una pregunta de investigación: paciente, población o problema; intervención; comparación; desenlace (outcome).

Para saber más sobre el uso del modelo PICO, puede consultar el Manual Cochrane.