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Washington State Institute for Public Policy
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Behavioral parent training (BPT) for children with ADHD

Children's Mental Health: Attention Deficit Hyperactivity Disorder
Benefit-cost methods last updated December 2017.  Literature review updated April 2012.
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This is a brief intervention (spanning a couple of months) that involves psychoeducation on ADHD and teaching parents behavior management techniques, such as reinforcement and teacher correspondence. Parent programs were delivered in either individual or group format. Many studies utilize or build on Barkley’s Defiant Children program.
The estimates shown are present value, life cycle benefits and costs. All dollars are expressed in the base year chosen for this analysis (2016). The chance the benefits exceed the costs are derived from a Monte Carlo risk analysis. The details on this, as well as the economic discount rates and other relevant parameters are described in our Technical Documentation.
Benefit-Cost Summary Statistics Per Participant
Benefits to:
Taxpayers $101 Benefits minus costs $552
Participants $159 Benefit to cost ratio n/a
Others $110 Chance the program will produce
Indirect $70 benefits greater than the costs 91 %
Total benefits $439
Net program cost $113
Benefits minus cost $552
1In addition to the outcomes measured in the meta-analysis table, WSIPP measures benefits and costs estimated from other outcomes associated with those reported in the evaluation literature. For example, empirical research demonstrates that high school graduation leads to reduced crime. These associated measures provide a more complete picture of the detailed costs and benefits of the program.

2“Others” includes benefits to people other than taxpayers and participants. Depending on the program, it could include reductions in crime victimization, the economic benefits from a more educated workforce, and the benefits from employer-paid health insurance.

3“Indirect benefits” includes estimates of the net changes in the value of a statistical life and net changes in the deadweight costs of taxation.
Detailed Monetary Benefit Estimates Per Participant
Benefits from changes to:1 Benefits to:
Taxpayers Participants Others2 Indirect3 Total
Crime $6 $0 $14 $3 $22
Labor market earnings associated with high school graduation $74 $164 $75 $0 $313
K-12 grade repetition $1 $0 $0 $1 $2
K-12 special education $8 $0 $0 $4 $12
Health care associated with disruptive behavior disorder $20 $6 $25 $10 $61
Costs of higher education ($8) ($12) ($3) ($4) ($26)
Adjustment for deadweight cost of program $0 $0 $0 $56 $56
Totals $101 $159 $110 $70 $439
Detailed Annual Cost Estimates Per Participant
Annual cost Year dollars Summary
Program costs $846 2010 Present value of net program costs (in 2016 dollars) $113
Comparison costs $950 2010 Cost range (+ or -) 10 %
We estimated per-participant cost of treatment based on average therapist time, as reported in the treatment studies. Hourly therapist cost is based on the actuarial estimates of reimbursement by modality (Mercer. (2013). Behavioral Health Data Book for the State of Washington for Rates Effective January 1, 2014). Comparison cost is based on the average reimbursement for treatment of child ADHD.
The figures shown are estimates of the costs to implement programs in Washington. The comparison group costs reflect either no treatment or treatment as usual, depending on how effect sizes were calculated in the meta-analysis. The cost range reported above reflects potential variation or uncertainty in the cost estimate; more detail can be found in our Technical Documentation.
Estimated Cumulative Net Benefits Over Time (Non-Discounted Dollars)
The graph above illustrates the estimated cumulative net benefits per-participant for the first fifty years beyond the initial investment in the program. We present these cash flows in non-discounted dollars to simplify the “break-even” point from a budgeting perspective. If the dollars are negative (bars below $0 line), the cumulative benefits do not outweigh the cost of the program up to that point in time. The program breaks even when the dollars reach $0. At this point, the total benefits to participants, taxpayers, and others, are equal to the cost of the program. If the dollars are above $0, the benefits of the program exceed the initial investment.

Meta-analysis is a statistical method to combine the results from separate studies on a program, policy, or topic in order to estimate its effect on an outcome. WSIPP systematically evaluates all credible evaluations we can locate on each topic. The outcomes measured are the types of program impacts that were measured in the research literature (for example, crime or educational attainment). Treatment N represents the total number of individuals or units in the treatment group across the included studies.

An effect size (ES) is a standard metric that summarizes the degree to which a program or policy affects a measured outcome. If the effect size is positive, the outcome increases. If the effect size is negative, the outcome decreases.

Adjusted effect sizes are used to calculate the benefits from our benefit cost model. WSIPP may adjust effect sizes based on methodological characteristics of the study. For example, we may adjust effect sizes when a study has a weak research design or when the program developer is involved in the research. The magnitude of these adjustments varies depending on the topic area.

WSIPP may also adjust the second ES measurement. Research shows the magnitude of some effect sizes decrease over time. For those effect sizes, we estimate outcome-based adjustments which we apply between the first time ES is estimated and the second time ES is estimated. We also report the unadjusted effect size to show the effect sizes before any adjustments have been made. More details about these adjustments can be found in our Technical Documentation.

Meta-Analysis of Program Effects
Outcomes measured Treatment Age No. of effect sizes Treatment N Adjusted effect sizes (ES) and standard errors (SE) used in the benefit-cost analysis Unadjusted effect size (random effects model)
First time ES is estimated Second time ES is estimated
ES SE Age ES SE Age ES p-value
Attention-deficit/hyperactivity disorder symptoms 6 7 277 -0.233 0.097 7 -0.001 0.012 8 -0.465 0.001
Disruptive behavior disorder symptoms 6 4 184 -0.119 0.118 7 -0.057 0.066 10 -0.232 0.305

Citations Used in the Meta-Analysis

Abikoff, H.B., Thompson, M., Laver-Bradbury, C., Long, N., Forehand, R.L., Miller, B.L., Klein, R.G., ... 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(6), 618-631.

Anastopoulos, A.D., Shelton, T.L., DuPaul, G.J., & Guevremont, D.C. (1993). Parent training for attention-deficit hyperactivity disorder: Its impact on parent functioning. Journal of Abnormal Child Psychology, 21(5), 581-596.

Chacko, A., Wymbs, B.T., Wymbs, F.A., Pelham, W.E., Swanger-Gagne, M.S., Girio, E., . . . O'Connor, B. (2009). Enhancing traditional behavioral parent training for single mothers of children with ADHD. Journal of Clinical Child & Adolescent Psychology, 38(2), 206-218.

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 & Adolescent Psychiatry, 40(4), 402-408.

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(4), 449-457.

Thompson, M.J.J., Laver-Bradbury, C., Ayres, M., Le Poidevin, E., Mead, S., Dodds, C., . . . 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 Child & Adolescent Psychiatry, 18(10), 605-616.

Van den Hoofdakker, B.J., Van der Veen-Mulders, L., Sytema, S., Emmelkamp, P.M.G., Minderaa, R.B., & Nauta, M.H. (2007). Effectiveness of behavioral parent training for children with ADHD in routine clinical practice: A randomized controlled study. Journal of the American Academy of Child & Adolescent Psychiatry, 46(10), 1263-1271.