Social Skills Training and ADHD-What Works?

Area of Science:

• Child and Adolescent Psychiatry
• Developmental Psychology
• Behavioral Therapy

Background:

• Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) often experience significant social skills deficits and peer relationship difficulties.
• These social challenges can lead to later maladjustment, highlighting the need for effective interventions.
• Traditional clinic-based social skills training (SST) has shown limited efficacy in improving social outcomes for this population.

Purpose of the Study:

• To review recent advancements in social skills training (SST) approaches for attention-deficit/hyperactivity disorder (ADHD).
• To identify modifications that may enhance the efficacy of SST for children and adolescents with ADHD.
• To address the critical need for improved social functioning and peer relationships in youth with ADHD.

Main Methods:

• Literature review of recent advances in social skills training (SST) for attention-deficit/hyperactivity disorder (ADHD).
• Analysis of modifications to traditional SST, focusing on enhancing efficacy for youth with ADHD.
• Identification of promising directions for improving SST outcomes.

Main Results:

• Two key strategies emerged for enhancing SST efficacy: 1) providing in vivo reinforcement and reminders of social behavior at the point of performance, and 2) promoting greater peer acceptance and inclusivity of youth with ADHD.
• The importance of ensuring youth with ADHD are receptive to in vivo feedback was noted.
• The strategy of encouraging peer inclusivity remains understudied but shows potential.

Conclusions:

• Social skills training (SST) for attention-deficit/hyperactivity disorder (ADHD) can be made more effective through in vivo feedback and by fostering peer acceptance.
• Modifying SST to include real-life situational support and peer-focused interventions may improve social skills and relationships in children and adolescents with ADHD.
• Further research into peer-inclusive strategies is warranted to optimize social outcomes for youth with ADHD.