O2207: Online Parent Training Programs for Children with ADHD: A Meta-Analysis of Randomized Controlled Trials

Background: Attention-deficit/hyperactivity disorder (ADHD) presents significant challenges for children’s behavior, academic performance, and family dynamics. Parent training (PT) programs are well-established interventions, yet logistical barriers can limit access to face-to-face services. Online PT approaches offer flexibility and scalability, prompting growing research interest in their efficacy.
This meta-analysis aimed to assess the effectiveness of online PT programs in improving ADHD-related outcomes, with a focus on randomized controlled trials (RCTs), as well as to evaluate risk of bias (RoB) and publication bias.

Methods: A systematic literature search of electronic databases (2010–2024) identified RCTs that evaluated online PT interventions for parents of children with ADHD. Twelve RCTs met the inclusion criteria. Two independent reviewers extracted data, assessed RoB using established guidelines (e.g., Cochrane risk-of-bias tool), and resolved discrepancies through discussion. Potential publication bias was examined via funnel plots and statistical tests (e.g., Egger’s test). A random-effects model was used to calculate pooled effect sizes (Hedges’ g) with 95% confidence intervals.

Results: A total of 1,183 parent–child dyads were included across 12 RCTs. Risk-of-bias assessments indicated that most studies were at low-to-moderate risk of bias, with no substantial evidence of publication bias detected. Overall, online PT programs produced a moderate, statistically significant improvement in child ADHD symptom severity (Hedges’ g = 0.51, 95% CI: 0.33–0.69, p < .001) compared to control conditions. Positive effects were also observed on parenting practices (Hedges’ g = 0.47, p < .001). Heterogeneity was low to moderate (I² = 26%), suggesting consistency in intervention benefits across diverse populations. Studies incorporating clinician feedback or peer support tended to show slightly larger effect sizes than self-guided interventions.

Conclusion: Findings from this meta-analysis of 12 RCTs indicate that online PT programs are effective for reducing ADHD symptoms and enhancing parenting practices, with minimal risk of bias and no significant publication bias. Future research should focus on sustaining treatment gains, adapting content to various cultural contexts, and determining optimal program components—such as interactive features and guided support—to maximize accessibility and impact for families managing ADHD.