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 .
Nine Months of Multicomponent Behavioral Treatment for ADHD and Effectiveness of MTA Fading Procedures
We examined 9-month data from the 14-month NIMH Multimodal Treatment Study of Children with ADHD ( the MTA ) as a further check on the relative effect of medication ( MedMgt ) and behavioral treatment ( Beh ) for attention – deficit/hyperactivity disorder ( ADHD ) while Beh was still being delivered at greater intensity than at 14-month endpoint , and conversely as a check on the efficacy of the MTA behavioral generalization/maintenance procedures . Intention-to-treat analysis at 9 months showed essentially the same results as at 14 months , after Beh had been completely faded ; MedMgt and the combination ( Comb ) of medication and Beh were significantly superior to Beh and community care ( CC ) for ADHD and oppositional – defiant ( ODD ) symptoms , with mixed results for social skills and internalizing symptoms . All treatment-group differences examined as changes in slopes from 9 to 14 months were nonsignificant ( we found general improvement for all groups ) . Slopes from baseline to 9 months correlated highly ( r > .74 , p < .0001 ) with slopes from baseline to 14 months for all groups . The time function from baseline to 14 months showed a significant linear , but not quadratic , trend for the main outcome measure ( a composite of parent- and teacher-rated ADHD and ODD symptoms ) for all groups . Findings suggest that in contrast to the hypothesized deterioration in the relative benefit of Beh between 9 and 14 months ( after completion of fading ) , the MTA Beh generalization and maintenance procedures implemented through 9 months apparently yielded continuing improvement through 14 months , with preservation of the relative position of Beh compared to other treatment strategies
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 .