ADHDの若者のための学校ベースの社会的スキルの介入:体系的なレビューとメタ分析
Gabriella Bussanich1, Judith R Harrison1, Corey Peltier2
1Rutgers University, New Brunswick, NJ, USA.
Journal of attention disorders
|September 4, 2025
まとめ
ADHDを患っている若者のための学校での社会技能訓練は,全体的に見ても効果はほとんどない. この集団における社会的スキルの改善のための介入を洗練するためにさらなる研究が必要である.
科学分野:
- 小児心理学
- 発達心理学
- 教育心理学
背景:
- ADHDの子どもや青年は 社会的スキルの欠陥に直面し 生活の質に悪影響を及ぼします
- 学校での社会技能訓練は一般的な勧告ですが,その効果には包括的な統合が欠けています.
- これらの介入の有効性を理解することは ADHDを患っている生徒を支援する上で 極めて重要です
研究 の 目的:
- ADHDの生徒のための独立したマルチモデルの学校ベースのソーシャルスキルのプログラムの経験的証拠を体系的にレビューし,メタ分析する.
- これらの介入の有効性に対する潜在的な緩和変数の影響を評価する.
- 改善された社会技能プログラムの開発のための証拠に基づいた洞察を提供すること.
主な方法:
- コクラン財団とPRISMAのガイドラインに従って,体系的なレビューとメタ分析が行われました.
- 1975年から2023年の間に出版された研究を検索した.
- 異なるデザイン (単一ケース,グループ内,グループ間) の17件の研究が含まれており,10件がメタ分析に寄与した.
主要な成果:
- このレビューでは,個別の効果が小さいものから大きいものまでの研究が特定されました.
- ADHDの生徒における社会技能訓練の全体的なメタ分析効果の大きさは無視できる (ES = 0.09).
- プログラムのアプローチ,強度,親の関与,または設定に基づいた効果の有意な緩和は見つかりませんでした.
結論:
- ADHDを患っている若者のための 現在の学校での社会的スキルの介入は,全体的に効果が限られていることが示されています.
- より効果的で,個別化された社会技能プログラムの研究と開発の継続が不可欠です.
- ADHDの生徒の社会的な発展と生活の質を より良く支援するために 介入戦略を精進することが不可欠です
さらに関連する動画
13:09Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol
Published on: April 1, 2018
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10:02Event Related Potentials ERPs and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder ADHD
Published on: March 12, 2020
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