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Factors Influencing Attraction V: Social Skills01:29

Factors Influencing Attraction V: Social Skills

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Social skills play a crucial role in shaping interpersonal interactions and enhancing individuals' ability to navigate various social environments successfully. These skills contribute to personal and professional success, influencing how others perceive and treat individuals. High social skills provide distinct advantages in numerous settings, including romantic relationships, politics, and legal proceedings. In courtroom settings, for instance, defendants who exhibit strong social skills are...
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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Updated: Feb 4, 2026

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
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Social Problems in ADHD: Is it a Skills Acquisition or Performance Problem?

Paula A Aduen1, Taylor N Day2, Michael J Kofler2

  • 1University of Virginia, Curry School of Education.

Journal of Psychopathology and Behavioral Assessment
|October 6, 2018
PubMed
Summary

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) struggle with social performance, not skill deficits. Interventions should focus on consistent behavior, not just knowledge acquisition, for better social outcomes.

Keywords:
ADHDattention-deficit/hyperactivity disordersocial behavioral analysis frameworksocial skills

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Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders

Background:

  • Social skills training is often ineffective for children with Attention-Deficit/Hyperactivity Disorder (ADHD).
  • This inefficacy may stem from targeting the wrong issues, such as skill deficits instead of performance inconsistencies.

Purpose of the Study:

  • To differentiate between social skills acquisition and performance deficits in children with ADHD.
  • To investigate the validity of a social behavioral analysis framework for assessing these deficits.

Main Methods:

  • Assessed 47 children with ADHD and 23 without (ages 8-12) using a social behavioral analysis framework.
  • Quantified cross-informant social skills acquisition deficits, performance deficits, and strengths.
  • Examined relations with existing measures like the BASC-2 and ADHD symptoms.

Main Results:

  • Children with ADHD showed significant social performance deficits in areas like attention to peers, emotion regulation, and reciprocity.
  • Acquisition deficits were uncommon and similar across ADHD and non-ADHD groups.
  • Children with ADHD displayed fewer social strengths than their non-ADHD peers.

Conclusions:

  • Social problems in ADHD are primarily due to inconsistent performance, not a lack of social knowledge or skills.
  • Findings support refining social skills interventions to address performance rather than acquisition deficits.