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 .
A family-school intervention for children with ADHD: results of a randomized clinical trial.
OBJECTIVE Accumulating evidence highlights the importance of using psychosocial approaches to intervention for children with attention-deficit/hyperactivity disorder ( ADHD ) that target the family and school , as well as the intersection of family and school . This study evaluated the effectiveness of a family-school intervention , Family-School Success ( FSS ) , design ed to improve the family and educational functioning of students in Grade s 2 - 6 who meet criteria for ADHD combined and inattentive types . Key components of FSS were conjoint behavioral consultation , daily report cards , and behavioral homework interventions . METHOD FSS was provided over 12 weekly sessions , which included 6 group sessions , 4 individualized family sessions , and 2 school-based consultations .  Participating families were given the choice of placing their children on medication ; 43 % of children were on medication at the time of r and om assignment . Children ( n = 199 ) were r and omly assigned to FSS or a comparison group controlling for non-specific treatment effects ( Coping With ADHD Through Relationships and Education [ CARE ] ) . Outcomes were assessed at post-intervention and 3-month follow-up . The analyses controlled for child medication status . RESULTS FSS had a significant effect on the quality of the family-school relationship , homework performance , and parenting behavior . CONCLUSIONS The superiority of FSS was demonstrated even though about 40 % of the participants in FSS and CARE were on an optimal dose of medication and there were significant time effects on each measure . This relatively brief intervention produced effect sizes comparable to those of the more intensive Multimodal Treatment Study of Children With ADHD ( MTA ) behavioral intervention
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 .