The current study’s findings show that there were no appreciable variations in sociodemographic data between both groups, which reflects similarity and harmony between the two groups. In addition, the mean parents’ age for both groups were 35.40 ± 5.447 for study group compared with 35.84 + 4.749 for control group; with about 48% of parents of both groups lie in the age group 35–45 years old.

This finding is in agreement with recent study in China studied factors influencing parenting stress among Chinese families of children with attention-deficit/hyperactivity disorder and reported that parents age mean + SD = 36.56 + 5.2 [11].

According to the current study’s findings, more than three-quarters of the study group's parents are female compared to the majority of the control group's parents attended with the child to the outpatient clinic and linked to behavioral training program.

This finding is in line with Bai and colleagues who studied the effectiveness of a focused, brief psychoeducation program for parents of ADHD children: improvement of medication adherence and symptoms, and stated nearly mothers’ participation was nearly 75% [12].

On the other hand, the Italian study carried out by Bonifacci and colleagues 2019 who studied parenting stress and broader phenotype in parents of children with attention deficit hyperactivity disorder, dyslexia or typical development and revealed that 47% of the parents that had been studied were men [13].

According to the current study, boys made up more than two thirds of both groups’ children. This finding may have a more reasonable explanation in that boys with ADHD are more likely to display disruptive behaviors, which make them referred for diagnostic testing earlier than girls.

The finding is in an agreement with Chesterfield and colleagues 2020 who studied Evaluating a Brief Behavioral Parenting Program for Parents of School-aged Children with ADHD and reported that boys exhibit ADHD more overtly and in a different way than girls. In comparison to boys, girls with ADHD tend to be less impulsive, hyperactive, and inattentive [14].

The current study result reveals no statistically significant differences were found between the study and control groups as regards some symptoms of ADHD (inattention, hyperactivity and impulsivity) in the post-behavioral training program. These results may be due to attention problems, especially among ADHD children are of those neurodevelopmental and cognitive problems that could result in crucial health problems such as stress in mothers of ADHD children. Impaired attention among ADHD children could contribute to lowering their efficacy in managing everyday life, play and/or schooling.

It is likely that inattention, hyperactivity and impulsivity among mothers of ADHD in our study acted as a barrier against the mental health of their mothers and resulted in feeling stress among them. Moreover, ADHD is a pervasive developmental disorder that could be worse as time prolongs. Therefore, long days or months spending with ADHD children resulted in stress in their mothers.

These findings are in line with the finding of the study conducted by Franke and colleagues, 2020 [15] who studied a RCT of an online parenting program for parents of preschool-aged children with ADHD symptoms. However this finding is in contrast with the result of the finding conducted by Risley and colleagues, 2020 [16] who studied effectiveness of behavioral parent training in the outpatient setting for preschoolers at risk for ADHD and reported statistically significant difference was found as regards inattention subscale at post-parent training program.

Also, this finding in contrast with the finding of the American study conducted by (Morgan and O’Keefe, 2021) [17] titled does a behavioral parent training program for parents of ADHD children improve outcomes? a pilot project and reported BPT programs have demonstrated significant improvement in frequency of the problem behaviors of hyperactivity, and impulsivity associated with ADHD.

The current study demonstrated the effectiveness of BPTP on some of symptoms of ADHD among children is consistent with findings from other studies. For example, in a study, participants who completed the BPT program relative to waiting-list controls showed parent-reported improvements in the overall severity of their children’s ADHD symptoms [18].

Results of the current study reveal that statistically significant differences were found between aggression among children as reported by their parents for both groups as regards purposely harm at post-behavioral training program. This finding can be explained as the skills acquired during the behavioral training program teach the parents to contain their child which reduce their harmful behavior and changed the parents’ concept about their children’s behavior.

This finding is in line with the finding with the study conducted by (Zwi, Jones, Thorgaard, York, and Dennis, 2012) [19] who studied parent training interventions for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years and reported that parent training may have a positive effect on aggressive behavior among children with ADHD.

However this finding contradict with the finding of the study conducted by Franke and colleagues, 2020 [15] who studied a RCT of an online parenting program for parents of preschool-aged children with ADHD symptoms and reported no statistically significant differences were found between aggression among children at post-parent training.

Results of the current study reveal that statistically significant improvements were found between impaired social interaction among children as reported by their parents for both groups as regards plays easily with other children. This finding can be explained as parental training programs can improve parenting skills which enhance the child’s social interaction.

In agreement with the current study results Storebø and colleagues, 2019 [20] indicate a significant decrease in emotional problems, conduct problems, and peer problems in children with ADHD through social skills group training. An increase in prosocial behavior is also noted as a significant result of the training. Parents reported significant improvement in overall behavior in home setting and less complaints from class teacher. Parents rated improvement in emotional regulation by reporting exhibition of less anger and saying sorry after the unpleasant events.

Results of the current study reveal that statistically significant difference was found between total subscale stereotyped behaviors among children at post-behavioral training program for both groups. This finding is in line with the study conducted by Dahl, Ramakrishnan, Spears, and colleagues, 2020 [21] who studied psychoeducation interventions for parents and teachers of children and adolescents with ADHD: a systematic review of the literature who reported effects of psychoeducation as an intervention led to improvement in ADHD symptoms and behavioral problems, as reported by parents—potentially as a result of parents’ greater knowledge about how ADHD influences their child’s behavior, as well as potentially through an improvement in adherence to treatment following a psychoeducation course.

Results of the current study reveal that statistically significant differences were found between study and control groups at post-behavioral training program regarding child behavior. These results accept the research hypothesis; Parent who receive the behavioral training program their children’s disruptive behavior will be minimized than the children who receive traditional care at post-intervention than pre-intervention.

This finding can be explained in relation to the concept of acceptance as parents learned in behavioral training program how to deal with their child’s behavior and sometimes parents should ignore minimal disruptive behavior of the child, also behavioral parent training includes comprehensive assortment of skills such as objective fragmentation, time scheduling, child involvement in the decision related to him.

The finding of the current study is in an agreement with the result of the study conducted by Ferrin and Taylor, 2013 who studied Evaluation of a psychoeducation program for parents of children and adolescents with ADHD: immediate and long-term effects using a blind randomized controlled trial and reported that psychoeducation program produced significant reductions in disruptive behavior [22].

Aligned with the previous analysis study conducted by Risley and colleagues 2020 who studied Effectiveness of behavioral parent training in the outpatient setting for preschoolers at risk for ADHD reported that parent who received behavioral parent training their children’s disruptive behavior were minimized at post-intervention than in pre-intervention assessment [16].