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Related Experiment Videos

Small group intervention for children with attention disorders.

Gail M Houck1, Mary Catherine King, Bill Tomlinson

  • 1School of Nursing of the Oregon Health & Sciences University, Portland, USA.

The Journal of School Nursing : the Official Publication of the National Association of School Nurses
|August 31, 2002
PubMed
Summary

Group interventions effectively improved social behavior and reduced disruptive behavior in children with attention-deficit/hyperactivity disorder (ADHD) symptoms. These programs focused on communication, friendship, self-control, and social problem-solving skills.

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Area of Science:

  • Child Psychology
  • Behavioral Science
  • Clinical Psychology

Background:

  • Attention disorders significantly impact children's academic, vocational, and socioemotional development.
  • Functional impairments associated with attention disorders affect children in both home and school environments.
  • Effective interventions are crucial for mitigating long-term negative outcomes.

Purpose of the Study:

  • To describe two practice improvement projects utilizing group interventions for children with attention-deficit/hyperactivity disorder (ADHD) symptoms.
  • To evaluate the effectiveness of these group experiences in enhancing social behavior and reducing disruptive behavior.
  • To assess the impact of skill-building in communication, friendship, self-control, and social problem-solving.

Main Methods:

Related Experiment Videos

  • Two distinct group intervention projects were implemented for school-age children with ADHD symptoms.
  • Project one involved early school-age children treated with medication.
  • Project two focused on freshman boys with ADHD, also treated with medication, in a self-management support group.

Main Results:

  • Participants in both group intervention projects demonstrated a decrease in disruptive behavior by the conclusion of the sessions.
  • Group interventions, when combined with medication, proved effective in enhancing social behavior.
  • Specific skill domains addressed included communication, friendship, self-control, and social problem-solving.

Conclusions:

  • Group interventions are a valuable component in managing ADHD symptoms and improving social functioning in children.
  • Targeted skill development within a group setting can lead to measurable reductions in disruptive behavior.
  • These findings support the integration of group-based programs as part of a comprehensive treatment plan for children with ADHD.