Zusammenfassung. Das Sommertherapiecamp (STC) ist ein multimodaler
kognitiv-verhaltenstherapeutischer Intensivbehandlungsansatz für die
Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörung (ADHS). Der Artikel
berichtet über Befunde einer Wirksamkeitsstudie für das STC mit
Prä-Post-Design und Kontrollgruppenvergleich. Die Eltern von
N = 31 Kindern (7 – 11 Jahre) mit
einer ADHS-Diagnose füllten vor und nach dem dreiwöchigen STC folgende
Symptom-Fragebögen aus: CBCL/4 – 18, DISYPS-II
FBB-ADHS und FBB-SSV. N = 13 weitere Kinder der gleichen
Grundgesamtheit, die in der selben Zeit unbehandelt blieben oder
„treatment as usual“ erhielten, dienten als Kontrollgruppe. Die
STC-Gruppe zeigte eine Verbesserung der ADHS-Symptomatik sowie eine Reduktion
weiterer Verhaltensauffälligkeiten, während vergleichbare Effekte
für die Kontrollgruppe nicht nachweisbar waren. Angesichts kleiner
Stichproben sind diese Befunde vorerst vorsichtig zu interpretieren, liefern
jedoch erste ermutigende Hinweise auf die Brauchbarkeit des STC.
Abstract. With a prevalence of 5.3 %,
attention-deficit/hyperactivity disorder (ADHD) is one of the most common
conditions among children and adolescents. Intensive behavioral therapy
interventions such as therapeutic summer programs represent a multimodal
treatment approach for ADHD. Several psychosocial interventions (child-based
therapy, parent training, and school-centered approaches) are applied to treat
disorder-specific symptoms and behavior problems typically associated with
impairments in family and school functioning as well as peer interactions.
Short- and long-term effects in treating ADHD and related disorders have
repeatedly been shown with this type of therapy. The Summer Therapy Camp (STC)
for elementary-school-aged children with ADHD distinguishes itself from existing
programs in its conceptual approach, treatment method, and implementation.
During the 3-week STC, behavior modification (reinforcement without
response-cost) and cognitive behavioral therapy are offered to participating
children while they engage in school-related and recreational activities in a
summer camp setting. The emphasis of the STC is on building behaviors through
rewarding appropriate behaviors and proficiencies that foster social competence.
Integral parts of the STC are a social skills training that teaches strategies
for learning, emotion regulation, and problem-solving plus an accompanying
parent training. Monthly booster sessions following the STC are offered to
transfer behavior changes achieved during the program to the home and school
environments. A total of 40 families from the Rhein-Neckar region in Germany
participated in the STCs in 2014 and 2015. Parents of 31 children with ADHD
(7 – 11 years of age) filled out various symptom checklists
for ADHD, conduct disorder, and related problems
(CBCL/4 – 18, DISYPS-II FBB-ADHS, and FBB-SSV) to assess
treatment outcomes before and after the STC. An additional group of 13 children
from the same sample served as control group. The study reports the results of
the efficacy evaluation in a pre–post design including a control group.
Pre–post comparisons of the data from the parent questionnaires of the
STC group demonstrated statistically significant improvements in overall
clinical functioning as well as in key domains of impairment such as attention
and social behavior. Greatest improvements were found for disruptive behavior
symptoms. Similar effects could not be determined for the control group. The
findings provide evidence for the effectiveness of the STC as an intensive
therapy program for children aged 7 – 11 with ADHD.
Participating children seem to have profited from the STC behavior modification
system based primarily on reinforcement and from its content, particularly the
social skills training that emphasizes self-regulation and peer interaction
competencies. Given the small sample sizes, the results have to be interpreted
with caution. However, they provide the first encouraging indications of the
value of the STC in the treatment of ADHD.