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 .
Influence of Reported Study Design Characteristics on Intervention Effect Estimates From Randomized, Controlled Trials
Published evidence suggests that aspects of trial design lead to biased intervention effect estimates , but findings from different studies are inconsistent . This study combined data from 7 meta-epidemiologic studies and removed overlaps to derive a final data set of 234 unique meta-analyses containing 1973 trials . Outcome measures were classified as " mortality , " " other objective , " " or subjective , " and Bayesian hierarchical models were used to estimate associations of trial characteristics with average bias and between-trial heterogeneity . Intervention effect estimates seemed to be exaggerated in trials with inadequate or unclear ( vs. adequate ) r and om-sequence generation ( ratio of odds ratios , 0.89 [ 95 % credible interval { CrI } , 0.82 to 0.96 ] ) and with inadequate or unclear ( vs. adequate ) allocation concealment ( ratio of odds ratios , 0.93 [ CrI , 0.87 to 0.99 ] ) . Lack of or unclear double-blinding ( vs. double-blinding ) was associated with an average of 13 % exaggeration of intervention effects ( ratio of odds ratios , 0.87 [ CrI , 0.79 to 0.96 ] ) , and between-trial heterogeneity was increased for such studies ( SD increase in heterogeneity , 0.14 [ CrI , 0.02 to 0.30 ] ) . For each characteristic , average bias and increases in between-trial heterogeneity were driven primarily by trials with subjective outcomes , with little evidence of bias in trials with objective and mortality outcomes . This study is limited by incomplete trial reporting , and findings may be confounded by other study design characteristics . Bias associated with study design characteristics may lead to exaggeration of intervention effect estimates and increases in between-trial heterogeneity in trials reporting subjectively assessed outcomes
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 .