Parent training (PT) has been documented as an
effective intervention for early ADHD based on parental
assessment, but documentation of transfer of its results
outside the family context has been limited. Due to the
cross-contextual impairments typically caused by ADHD, it
has been proposed that PT in combination with an inter-
vention in kindergarten or school based on systematic tea-
cher training (TT) would be better suited. The objective of
this study was to evaluate the effectiveness of a combina-
tion of PT and TT in a community sample of children with
early ADHD problems. Families of 64 3-8-year old children
were randomized to either PT alone with “The Incredible
Years” PT or to a combined PT + TT intervention. Mod-
erate to large pre-post effect sizes on mother-reported out-
comes were revealed in both groups, in line with those
generally reported in the literature on PT interventions for
early ADHD. With an n of 64, the current study was
powered to detect superiority of the PT + TT intervention if
the difference was of a moderate effect size (Cohen’s d =
0.5). There were no statistically significant differences
between the two groups on any of the outcome measures as
rated by parents or teachers. In conclusion, the study did not
provide support for the combined PT + TT intervention for
early ADHD problems as a superior intervention in com-
parison with PT alone.

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• Combining Parent and Teacher Training for Early ADHD: A Randomized Study of Effectiveness