The effect of direct and indirect education on attitudes of parents of children with attention-deficit/hyperactivity disorder towards medication treatments

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common childhood behavioral disorders causing hyperactivity, attention deficit and education decline among children. Regarding the importance of medication treatment, this study was performed to compare the effect of two methods (Direct and Indirect) of education of parents of children with ADHD on their attitudes about medication, treatment satisfaction and medication compliance. In this clinical trial study, eighty parents of children with ADHD, referred to child psychiatry clinic in Shahrekord were randomly assigned to direct and indirect education groups. The first group (direct education) was attended in groups four sessions. The second group was given education booklet with the same content. Participants were evaluated before and one month after education in terms of their attitudes to medication, treatment satisfaction and treatment compliance. 61 parents of 81 participants continued the study. After intervention, the mean scores of attitudes about medication and satisfaction with treatment were significantly improved in the direct education group (P<0.001 and p=0.016 respectively), whereas in indirect education group, significant difference was not statistically observed (P>0.05). Both groups had significantly increased treatment compliance one month after education (P<0.001). Change of mean score attitudes to medication consumption at the end of the periods was significantly different in direct group compared to indirect education group (P<0.01). Direct education was more effective than indirect education on improvement of attitudes towards medication and increase in treatment satisfaction, and both methods resulted in increased medication compliance. Regarding the importance of medication treatment in this disorder, using results of this study can have significant influence on function of children with this disorder in family and school environment.