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, situational, and temporal effects of treatment of ADHD with methylphenidate.
OBJECTIVE To determine the behavioral , situational , and temporal effects of 4 months of methylpheni date ( MPH ) treatment for attention-deficit hyperactivity disorder ( ADHD ) . METHOD Ninety-one children with ADHD were r and omly assigned to receive either MPH ( titrated to a target dose of 0.7 mg/kg twice a day ) or a placebo . Treatment effects were investigated with measures sensitive to various behaviors ( core and associated symptoms ) , situations ( home and school ) , time periods ( morning and afternoon , after reaching the target dose , and after 4 months of treatment ) , and side effects . RESULTS MPH treatment improved symptoms of ADHD and oppositional behavior at school , both in the morning and afternoon , but not at home . Side effects ( increase in physiological and effective symptoms , lack of weight gain ) were significantly more frequent with MPH than with placebo treatment . Benefit was evident after titration , but the onset of some side effects was delayed . Side effects were reported by parents but not by teachers . CONCLUSIONS Positive effects of MPH on behavior are evident in the classroom , but with MPH given twice daily , parents do not report that MPH improves behavior at home . Greater impact on home behavior may require three times daily MPH and combined treatments
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 .