The New Forest Parenting Programme (NFPP) is for parents with a child between 3 and 11 years old with attention deficit hyperactivity disorder (ADHD). NFPP is delivered by a single practitioner to parents and children in their homes through eight weekly two-hour visits. During these visits, parents learn about ADHD symptoms and the ways in which they may affect their child’s behaviour and parents’ relationship with their child. Parents also learn strategies for managing their child’s behaviour and attention-related difficulties.
The information above is as offered/supported by the intervention provider.
3 to 11 years old
Individual
The New Forest Parenting Programme (NFPP) is for families with a child between the ages of 3 and 11 with moderate to severe symptoms of Attention Deficit, Hyperactivity Disorder (ADHD).
NFPP is delivered by a single practitioner to the parents and in their through eight weekly home visits lasting two hours each. During these visits, parents learn about the nature of ADHD and are introduced to a range of behavioural strategies for increasing their child’s attention and reducing challenging behaviour. Some of these strategies are taught through games that engage children’s attention, encourage their patience, and increase their concentration. The practitioner also observes the parent and child playing games together and provides feedback on the quality of their interaction.
The content is delivered as follows:
3 to 11 years old
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
ADHD is a common developmental disorder impacting children’s behaviour and ability to concentrate
Symptoms of ADHD can negatively impact children’s success at school and relationship with others.
Science-based assumption
Effective parenting behaviours can help children with ADHD better manage their behaviour and concentrate better at school.
Science-based assumption
Parents with a child diagnosed with ADHD frequently benefit from further support .
Intervention
Parents learn:
How ADHD symptoms impact children’s behaviour
How to respond positively to their child’s behaviour
Strategies for reinforcing positive child behaviour
Strategies for helping children manage their emotions
Strategies for helping children control their impulses
Methods for helping children concentrate for longer periods of time.
Short-term
Parental stress reduces
Parent–child interaction improves
Children are better able to manage their emotions and impulses.
Medium-term
Children’s self-regulatory capabilities and behaviour improves
Children are better able to engage positively with others.
Long-term
Children are at less risk of antisocial behaviour in adolescence
Children experience greater success at school.
Children aged between 3 and 11 years old with moderate to severe symptoms of ADHD.
The NFPP is delivered in eight sessions of between one and 1.5 hours’ duration each, by one senior family-support worker, psychologist, health visitor, or nursery nurse to individual families.
During the weekly visits, parents are made aware of symptoms and signs of ADHD and the ways in which they may affect their child’s behaviour and their relationship with their child.
Parents also learn strategies for managing their child’s behaviour and attention difficulties. Some of these strategies are taught through games that engage children’s attention, encourage their patience, and increase their concentration.
The practitioner observes the parent and child playing the game together and provides feedback on the quality of their interaction.
The practitioner who delivers this intervention is a senior family-support worker, psychologist, health visitor, or nursery nurse.
The practitioners have 24 hours of intervention training. Booster training of practitioners is recommended.
It is recommended that practitioners supervised by one intervention developer supervisor , and one host-agency supervisor.
Intervention fidelity is maintained through the following processes:
Contact person: Cathy Laver-Bradbury
Organisation: CAMHS, The Orchard Centre
Email address: cathy.laver-bradbury@solent.nhs.uk
Website: https://nfppprogram.com/
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
NFPP’s most rigorous evidence comes from two RCTs consistent with Foundations’ Level 3 evidence strength criteria. Evidence from at least one level 3 study, along with evidence from other studies rated 2 or better qualifies NFPP for a 3+ rating.
The first study was conducted in the UK, observing statistically significant reductions in NFPP parents’ reports of their children’s behaviour, hyperactivity and attention compared to families not receiving the intervention. This difference was observed immediately after the intervention had finished and then again at a 15-month follow-up assessment. This study also observed significant improvements in NFPP parents’ reports of their own mental health relative to those not receiving the intervention, as well as increased satisfaction in their parenting role.
The second study was conducted in the United States, observing statistically significant reductions in NFPP parents’ reports of their children’s symptoms of ADHD compared to parents not receiving the intervention. This study also observed significant improvements in researcher observation of parenting behaviours compared to parents not receiving the intervention.
NFPP can be described as evidence-based: it has evidence from at least one rigorously conducted RCT or QED demonstrating a statistically significant positive impact on at least one child outcome.
Reduced conduct problems
post-intervention
Improvement index
Interpretation
Study
Reduced conduct problems
15 weeks follow-up
Improvement index
Interpretation
Study
Reduced inattentive behaviour
post-intervention
Improvement index
Interpretation
Study
Reduced inattentive behaviour
post-intervention
Improvement index
Interpretation
Study
Reduced hyperactive/impulsive behaviour
post-intervention
Improvement index
Interpretation
Study
Reduced hyperactive/impulsive behaviour
post-intervention
Improvement index
Interpretation
Study
Reduced hyperactivity
post-intervention
Improvement index
Interpretation
Study
Reduced hyperactivity
post-intervention
Improvement index
Interpretation
Study
Reduced hyperactivity
15 weeks follow-up
Improvement index
Interpretation
Study
Reduced hyperactivity
15 weeks follow-up
Improvement index
Interpretation
Study
Reduced defiant behaviour
post-intervention
Improvement index
Interpretation
Study
Reduced behaviour problems
post-intervention
Improvement index
Interpretation
Study
Reduced behaviour problems
post-intervention
Improvement index
Interpretation
Study
| Identified in search | 4 |
| Studies reviewed | 2 |
| Meeting the L2 threshold | 0 |
| Meeting the L3 threshold | 2 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 2 |
| Study design | RCT |
| Country | United Kingdom |
| Sample characteristics | 78 children aged three with symptoms of ADHD. |
| Race, ethnicities, and nationalities | Not reported |
| Population risk factors | 18% of families were from social classes 5 or 6 (unskilled occupations) |
| Timing |
|
| Child outcomes |
|
| Other outcomes |
|
| Study rating | 3 |
| Citations | Sonuga-Barke, E. J. S., Daley, D., Thompson, M., Laver-Bradbury, C. & Weeks, A. (2001) Parent-based therapies for preschool attention-deficit/hyperactivity disorder: A randomized, controlled trial with a community sample. Journal of the American Academy of Child and Adolescent Psychiatry. 40, 402–408. |
| Study design | RCT |
| Country | United States |
| Sample characteristics | 164 children aged 3 to 5 with symptoms of ADHD living in New York |
| Race, ethnicities, and nationalities |
|
| Population risk factors | 76.4% of mothers and 60.3% of fathers were college graduates |
| Timing |
|
| Child outcomes |
|
| Other outcomes | Improved parenting practices (parent report) |
| Study rating | 3 |
| Citations | Abikoff, H. B., Thompson, M., Laver-Bradbury, C., Long, N., Forehand, R. L., Miller Brotman, L., Klein, R. G., Reiss, P., Huo, L. & Sonuga-Barke, E. (2015). Parent training for preschool ADHD: A randomized controlled trial of specialized and generic programs. Journal of Child Psychology and Psychiatry. 56, 618–631. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
Sonuga-Barke, E. J. S., Thompson, M., Daley, D. & Laver-Bradbury, C. (2004) Parent training for attention deficit/hyperactivity disorder: Is it as effective when delivered as routine rather than as specialist care? British Journal of Clinical Psychology. 43, 449–457.
Thompson, M. J. J., Laver-Bradbury, C., Ayres, M., le Poidevin, E., Mead, S., Dodds, C., Psychogiou, L., Bitsakou, P., Daley, D., Weeks, A., Miller Brotman, L., Abikoff, H., Thompason, P. & Sonuga-Barke, E. J. S. (2009) A small-scale randomized controlled trial of the revised New Forest Parenting Programme for preschoolers with attention deficit hyperactivity disorder. European Journal of Adolescent Psychiatry. 18, 605–616.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
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Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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