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 .
Methylphenidate and behavior modification in children with ADHD and comorbid ODD or CD: main and incremental effects across settings.
OBJECTIVE Although the combination of methylpheni date ( MPH ) and behavior modification ( BMOD ) has been advocated to enhance clinical outcome for children with attention-deficit hyperactivity disorder ( ADHD ) and comorbid disruptive disorders , few group studies have been conducted . This study evaluates the separate and incremental effects of these modalities on rating scale and observational measures in multiple setting s. METHOD Sixteen of 22 children with ADHD and comorbid disruptive disorder completed a r and omized , placebo-controlled study examining the separate and incremental effects of 2 doses of MPH and BMOD during a partial hospitalization program . Of the 6 who did not complete the study , 2 children developed significant side effects . For the 16 who did complete the study , effects were examined on measures of symptom ratings , behavioral frequencies , and stimulant side effects across program activities . RESULTS Based on alpha-adjusted analyses of variance , there were several main effects of MPH and BMOD on ADHD symptoms , oppositional behavior , and positive social behavior , with certain effects unique to each intervention and setting . One incremental effect each was found for MPH ( positive mood/behavior ) and BMOD ( negative behavior ) . MPH and BMOD were associated with few side effects . Effect sizes for each intervention showed considerable variability in clinical response . CONCLUSIONS That MPH and BMOD had certain unique main and incremental effects extends findings supporting their combination and suggests that integrated studies evaluate multiple dimensions of functioning and in novel setting s ( e.g. , home , school ) . The incorporation of other intervention components in combined treatments may be warranted to enhance clinical efficacy
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 .