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 .
Effectiveness of an adaptive
multimodal treatment in children
with Attention–Deficit Hyperactivity
Disorder – global outcome
Abstract Background The meaning of different components within a multimodal treatment of ADHD remains to be further clarified . Objective To evaluate the effectiveness of  behaviour therapy  and drug treatment  within an adaptive and individually tailored multimodal treatment for children with ADHD . Method After an initial psychoeducation n = 75 school-children aged 6–10 years with a diagnosis of ADHD/HKD were assigned to either behaviour therapy ( including continued psychoeducation ) or medical management with methylpheni date plus psychoeducation . Depending on the effectiveness , the treatment was either terminated ( if totally effective ) with long – term aftercare and continuation of medication if needed , or ( if partially effective ) the other treatment component was added ( combined treatment ) , or ( if ineffective ) the treatment components were replaced . Thus a treatment rationale was applied which result ed in an adaptive and individually tailored therapy – similar to a strategy that may be useful in clinical practice . Results Of the children who started with behaviour therapy after initial psychoeducation 26 % received a combined treatment in later treatment stages . In most of the cases ( 82 % ) with initial medical management , behaviour therapy was added . ADHD symptoms , individually defined behaviour problems and comorbid symptoms were significantly reduced during the course of treatment . On core measures large pre – post effect sizes were found . On teacher ratings  combined treatment was more effective than behaviour therapy . Conclusions Both , behaviour therapy and combined treatment are effective interventions within an adaptive and individually tailored multimodal treatment strategy
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 .