Well Parent Japan (WPJ)は、ADHDに特化した対面式のペアレント・トレーニングです。詳細は、研究責任者：島袋静香（adhd@oist.jp）までお問い合わせください。

Well Parent Japan (WPJ) is a 13-session, group delivered, Japanese language adaptation of the New Forest Parenting Programme for ADHD (NFPP) augmented with strategies to improve participant’s psychological wellbeing. The results of the pragmatic multi-site randomized control trial (RCT) demonstrated that WPJ reduces parenting stress and family strain and improves parenting practices and parenting efficacy, and the program is cost-effective.

In collaboration with the Kunigami Education Board, we are now conducting a feasibility study of implementation of WPJ through local schools in Okinawa. This version of the program incorporates a series of educational videos for teachers.

Dr. Shizuka Shimabukuro received a MEXT Science and Technology Award (Science and Technology Promotion Category) in April 2024 for her efforts to develop, evaluate and implement WPJ to improve support for parents of children with ADHD in Japan.

The major focus of our research is altered reinforcement sensitivity in ADHD, especially the effects of reward cues and schedules of reinforcement on the learning and behavior of children. 

Professor Tripp has proposed that people with ADHD respond differently to the cues that predict reward and to the receipts of reward. Our brain imaging research shows results consistent with this hypothesis. We are currently conducting several behavioral studies, using game-like computer tasks, to investigate this further. 

We have also shown that children with ADHD have difficulty adjusting their behaviors to reward availability (when rewarded behavior changes from one situation to another), have difficulty waiting for delayed reward, learn more slowly when reward is infrequent, and are more sensitive to punishment, compared to their typically developing peers. Children with ADHD also show increased emotional reactivity to both positive and negative consequences. We are continuing to investigate the effects of reward on how children learn and maintain behavior.

In addition, we are developing a questionnaire to evaluate children's sensitivity to reward and punishment, which can eventually be used in clinical settings. 

These studies have important implication for treatment. A systematic use of positive and negative consequences is encouraged to help increase desired behavior in children with ADHD. These strategies should be adjusted based on how children respond to reward and punishment.    

Many children with ADHD experience social difficulties. Language difficulties, especially in social situations, are also common although often go unnoticed. Using newly developed tasks, we study how children use language while giving instructions and having conversations. We also study how children solve interpersonal problems, how they perceive their and others' responsibilities in conflict situations, and factors related to these.  Findings from these studies will have important implications on psychosocial treatment aimed at reducing difficulties children with ADHD often experience in social situations.