The content of the social skills interventions were comparable and based on a cognitive behavioural model .
The review suggests that there is little evidence to support or refute social skills training for adolescents with ADHD .
BACKGROUND Attention Deficit Hyperactivity Disorder ( ADHD ) in children is associated with hyperactivity and impulsitivity , attention problems , and difficulties with social interactions .
Pharmacological treatment may alleviate symptoms of ADHD but seldom solves difficulties with social interactions .
Social skills training may benefit ADHD children in their social interactions .
We examined the effects of social skills training on children 's  social competences , general behaviour , ADHD symptoms , and performance in school .
OBJECTIVES To assess the effects of  social skills training in children and adolescents with ADHD .
Family Processes and Treatment Outcome in the MTA: Negative/Ineffective Parenting Practices in Relation to Multimodal Treatment
To eluci date processes underlying therapeutic change in a large-scale r and omized clinical trial , we examined whether alterations in self-reported parenting practice s were associated with the effects of behavioral , medication , or combination treatments on teacher-reported outcomes ( disruptive behavior , social skills , internalizing symptoms ) in children with attention-deficit hyperactivity disorder ( ADHD ) . Participants were 579 children with Combined-type ADHD , aged 7–9.9 years , in the Multimodal Treatment Study of Children with ADHD ( MTA ) . We uncovered 2 second-order factors of parenting practice s , entitled Positive Involvement and Negative/Ineffective Discipline . Although Positive Involvement was not associated with amelioration of the school-based outcome measures , reductions in Negative/Ineffective Discipline mediated improvement in children 's social skills at school . For families showing the greatest reductions in Negative/Ineffective Discipline , effects of combined medication plus behavioral treatment were pronounced in relation to regular community care . Furthermore , only in combination treatment ( and not in behavioral treatment alone ) was decreased Negative/Ineffective Discipline associated with reduction in children 's disruptive behavior at school . Here , children in families receiving combination treatment who showed the greatest reductions in Negative/Ineffective Discipline had teacher-reported disruptive behavior that was essentially normalized . Overall , the success of combination treatment for important school-related outcomes appears related to reductions in negative and ineffective parenting practice s at home ; we discuss problems in interpreting the temporal sequencing of such process- outcome linkages and the means by which multimodal treatment may be mediated by psychosocial processes related to parenting
The content of the social skills interventions were comparable and based on a cognitive behavioural model .
The review suggests that there is little evidence to support or refute social skills training for adolescents with ADHD .
BACKGROUND Attention Deficit Hyperactivity Disorder ( ADHD ) in children is associated with hyperactivity and impulsitivity , attention problems , and difficulties with social interactions .
Pharmacological treatment may alleviate symptoms of ADHD but seldom solves difficulties with social interactions .
Social skills training may benefit ADHD children in their social interactions .
We examined the effects of social skills training on children 's  social competences , general behaviour , ADHD symptoms , and performance in school .
OBJECTIVES To assess the effects of  social skills training in children and adolescents with ADHD .