title: Social skills training.
abstract: Children with attention-deficit/hyperactivity disorder (ADHD) have prominent social impairment, which is commonly manifested in unskilled behaviors in social situations and difficulties in being accepted and befriended by peers. This social impairment often remains after administration of medication and behavioral contingency management treatments that address the core symptoms of ADHD. This article reviews traditional social skills training (SST) approaches to remediating social impairment, and presents the evidence for their efficacy and significant limitations to their efficacy. The article introduces potential reasons why the efficacy of traditional SST may be limited, and concludes with some promising alternative SST approaches.
authors.affiliation: Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, British Colombia V6T 1Z4, Canada. Electronic address: mikami@psych.ubc.ca.
authors.forename: Amori Yee
authors.initials: AY
authors.lastname: Mikami
authors.affiliation: Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, British Colombia V6T 1Z4, Canada.
authors.forename: Mary
authors.initials: M
authors.lastname: Jia
authors.affiliation: Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, British Colombia V6T 1Z4, Canada.
authors.forename: Jennifer Jiwon
authors.initials: JJ
authors.lastname: Na
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D006801:Humans; D010379:Peer Group; D066107:Social Skills
keywords: ADHD; Peer relationships; Social behavior; Social competency; Social skills