Comparison of the Effectiveness of Acceptance and Commitment-Based Parenting Training and Choice Theory-Based Parenting Training on Parent–Child Relationship Quality in Parents of Children with Attention-Deficit/Hyperactivity Disorder

Sara Tavazoei; Mahmoud Goodarzi; Hamzeh Ahmadian

Authors

Sara Tavazoei Department of Family Counseling, Sa.C., Islamic Azad University, Sanandaj, Iran. Author https://orcid.org/0000-0002-0625-6926
Mahmoud Goodarzi Department of Family Counseling, Sa.C., Islamic Azad University, Sanandaj, Iran. https://orcid.org/0000-0003-0207-177X
Hamzeh Ahmadian Department of Psychology, Sa.C., Islamic Azad University, Sanandaj, Iran. Author https://orcid.org/0000-0002-1508-9904

Keywords:

acceptance and commitment-based parenting, choice theory-based parenting, parent–child relationship quality, attention-deficit/hyperactivity disorder

Abstract

Purpose: This study aimed to compare the effectiveness of acceptance and commitment-based parenting training and choice theory-based parenting training in improving parent–child relationship quality among parents of children with attention-deficit/hyperactivity disorder. This applied quasi-experimental study used a pretest–posttest control-group design with a two-month follow-up. The statistical population comprised parents of children with attention-deficit/hyperactivity disorder who attended counseling and psychological service centers in Sanandaj, Iran, between August and December 2025. Using purposive sampling, 45 eligible parents were selected and randomly assigned to acceptance and commitment-based parenting, choice theory-based parenting, and control groups, with 15 participants in each group. Each experimental group received ten weekly 90-minute group sessions, whereas the control group received no intervention. Data were collected using the Conners’ Parent Rating Scale and Pianta’s Parent–Child Relationship Scale. Repeated-measures analysis of variance and Bonferroni post hoc tests were conducted in SPSS version 28. Repeated-measures analysis showed significant effects of time on conflict, closeness, dependency, and overall parent–child relationship quality (p < .001). The time-by-group interaction was significant only for closeness (p = .049) and was nonsignificant for conflict, dependency, and overall relationship quality. Bonferroni comparisons demonstrated that acceptance and commitment-based parenting produced significantly greater improvements than choice theory-based parenting in closeness (mean difference = 5.00, p = .031) and overall parent–child relationship quality (mean difference = 8.79, p = .046). No significant differences were found between the two interventions in conflict or dependency. Within-group comparisons indicated that both interventions significantly improved most outcomes from pretest to posttest and follow-up. Both parenting interventions effectively improved parent–child relationship quality among parents of children with attention-deficit/hyperactivity disorder; however, acceptance and commitment-based parenting was more effective in strengthening emotional closeness and overall relationship quality, suggesting its greater value when deeper relational and emotional improvement is the primary therapeutic objective.

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