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. 2007 May;16(2):74-9.

Attention-deficit/hyperactivity disorder and oppositional/conduct problems: links to parent-child interactions

Charlotte Johnston  1 , Jonathan S Jassy
Affiliations

Attention-deficit/hyperactivity disorder and oppositional/conduct problems: links to parent-child interactions

Charlotte Johnston et al. J Can Acad Child Adolesc Psychiatry. 2007 May.

Abstract
in English, French

Introduction: We outline a transactional model of parent-child interactions which proposes that characteristics of attention-deficit/hyperactivity disorder (ADHD) appear early in a child's life and present challenges to the parent's ability to maintain consistent and responsive parenting. In turn, the presence of harsh or inconsistent parenting is hypothesized to contribute to the development of child oppositional behaviour and conduct problems.

Method and results: We briefly discuss existing cross-sectional evidence in support of this model and then highlight five longitudinal studies that provide stronger support, showing that difficulties in parenting predict the development of oppositional and conduct problems in children with ADHD, over and above pre-existing levels of child problems and other predictors.

Conclusion: We conclude with a discussion of the clinical implications of this model and evidence, emphasizing the need for early interventions in ADHD focused on parenting.

Introduction: Nous proposons un modèle d’interaction parent-enfant selon lequel les caractéristiques du trouble du déficit d’attention avec hyperactivité apparaîtraient tôt dans la vie de l’enfant et mettraient au défi les capacités des parents d’ex-ercer leur rôle de façon cohérente et appropriée. D’autre part nous partons de l’hypothèse qu’une éducation sévère et inconsistante contribue à l’émergence d’un comportement oppositionnel chez l’enfant et de problèmes de conduite.

Méthodologie et résultats: Nous présentons brièvement les échantillons qui soutiennent ce modèle et mettons ensuite en relief cinq études longitudinales selon lesquelles les difficultés d’éducation annoncent les problèmes d’opposition et de conduite chez les enfants souffrant de TDAH, indépendamment des problèmes antérieurs chez les enfants et des autres prédicteurs.

Conclusion: Nous terminons par une discussion des implications cliniques de ce modèle et de ces constatations en mettant l’accent sur la nécessité d’une intervention rapide orientée sur l’éducation chez les enfants souffrant de TDAH.

Keywords: ADHD; conduct disorder; oppositional defiant; parent psychopathology; parent-child; parenting.

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