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Finally, parent training is an important component of the STP. Parents attend weekly groups in the evenings, during which they are taught how to implement treatment with their children in the home setting. Parent training is necessary to ensure carryover of treatment gains to the home setting and after the STP. The social learning approach to parent training employed in the STP is the most well validated approach to working with parents of ADHD children.

These treatment components span the range from operant and cognitive behavioral interventions to pharmacotherapy. All are employed because of their demonstrated efficacy. We have developed the interventions so that they are developmentally matched for each child’s age and so that they can be tailored as necessary for the needs of each child. All of these treatment components are blended to yield a comprehensive and intensive package that provides gains for every child and family who attends the STP.

STP Effectiveness

The STP has been developed since 1980 as a clinical research, treatment, and training program. Many of the instruments and techniques employed in the program have been shown to be reliable and effective, with more than 100 studies having been conducted in the STP. The acute response to the STP has been evaluated in a large group of ADHD children over a period of five years.l Parent and staff ratings of improvement were uniformly positive. More than 95% of parents rated both their children and themselves to have benefited from the STP and said that they would send their child to the program again if given the opportunity. A full 99% of the parents said that they would recommend the program to other parents. Further, 96% of the parents said that their children not only improved but also liked the STP. These positive evaluations no doubt contribute to the very low dropout rate (only 3%) that the STP had over the 5-year period.

Parents who have been through many other treatment programs prior to the STP have told us that the STP is unique in the positive impact it has on their children, themselves, and their families. These responses along with our empirical success are clearly impressive for a disorder such as ADHD that has been so refractory to treatment. The STP has been replicated at many sites around North America, including both academic and community settings. All sites have reported the same positive clinical results and parental satisfaction that have characterized results at our site. The STP has been a component of psychosocial treatment for children in clinical and prevention trials funded by NIMH, NIDA, and SAMHSA-CSAP, with similarly positive results. Based on its strong treatment, research, and training record, the STP has been named as a Model Program in Service Delivery in Child and Family Mental Health by the Section on Clinical Child Psychology (Section 1, Division 12) and the Division of Child Youth, and Family Services (Division 37) of the American Psychological Association. p

1 Pelham, W.E. & Hoza, B. (1996). Intensive treatment: A summer treatment program for children with ADHD. In E. Hibbs & P. Jensen (Eds.), Psychosocial treatments for child and adolescent disorders empirically based strategies for clinical practice (pp. 311-340) New York: APA Press.