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 .
Behavioral and stimulant treatment of hyperactive children: a therapy study with methylphenidate probes in a within-subject design.
Eight hyperactive children were treated with a behavioral intervention focusing on teacher and parent training over a period of 5 months . Three times , before therapy and after 3 weeks and 13 weeks of intervention , children received methylpheni date during 3-week probe periods . Each week in a probe they received either a placebo , .25 mg/kg , or .75 mg/kg methylpheni date .  Classroom observation of on-task behavior suggested that effectiveness of the behavioral intervention was between that of the two dosages of medication before therapy . Both dosages result ed in higher levels of on-task behavior when administered after 13 weeks of behavioral intervention than when administered before therapy . Teacher rating data showed equivalent effects of therapy and the low dosage of methylpheni date alone but a stronger effect of the high dose alone ; only the high dose result ed in improved behavior after 13 weeks of behavioral intervention . As a group , only when they received the high dose of methylpheni date after 13 weeks of behavioral intervention did children reach the level of appropriate behavior shown by nonhyperactive controls . However , this level was also reached by two children with the low dose and by one child without medication , and it was not reached by one child . The results suggest that the combination of psychostimulant medication and behavior therapy may be more effective in the short-term than either treatment alone for hyperactive children in school setting s. In addition , parent ratings and clinic observation of parent-child interactions suggested that children had improved in the home setting , high-lighting the importance of behavioral parent training in the treatment of hyperactivity
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 .