A Multimethod Intervention for Social Skills Deficits in Children with ADHD and Their Parents

Sheridan, Susan M.; Dee, Candace C.; Morgan, J.; McCormick, Megan; Walker, Dorlene

doi:10.1080/02796015.1996.12085802

Cited by 69 publications

(28 citation statements)

References 22 publications

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“…Consistent with the findings of Sheridan et al (1996), parents identified that improving social interaction skills are needed to help students interact more appropriately with others. Specifically, students need to be able to interpret the dynamics of social interactions to assist them in Ironically, although parents were concerned that their children learn to deal with their own emotions, they were more concerned that their children understand the feelings and perspectives of their peers.…”

Section: Interpersonal a N D Intrapersonalsupporting

confidence: 60%

“…Their concerns are confirmed by research that identifies both problem-solving and decision-making skills as processes that facilitate self-management (Snyder & Bambara, 1997) and enhance self-efficacy (Scheier & Botvin, 1998). Problem-solving, often viewed as an interpersonal skill (Ogilvy, 1994;Quinn et al, 1995), involves five steps: (a) recognizing there is a problem, (b) identifying solutions, (c) selecting the best solution, (d) taking action on the decided selection, and (e) evaluating the outcome (Hall et al, 1997;Hepler, 1994;Korinek & Popp, 1997;Sheridan et al, 1996). When parent responses are considered within the context of these steps, parents verified the critical need for their children to develop skills in problem identification and generating solutions and outcomes.…”

Section: Interpersonal a N D Intrapersonalmentioning

confidence: 99%

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Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives

Kolb

Hanley-Maxwell

2003

Exceptional Children

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This qualitative research explored parental views about critical social skills for adolescents with high-incidence disabilities. Parents in this study shared their beliefs that emotional intelligence and character play critical roles in the social and emotional development of their children. Findings indicate that although parents agree that academic performance is important, they want their children to develop skills in two major areas: (a) interpersonal and intrapersonal skills, which include skills such as communicating, listening, interpreting, and discerning; and (b) moral development, which includes areas of character, empathy, and perseverance/motivation.

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Section: Interpersonal a N D Intrapersonalsupporting

confidence: 60%

Section: Interpersonal a N D Intrapersonalmentioning

confidence: 99%

Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives

Kolb

Hanley-Maxwell

2003

Exceptional Children

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“…Consistent with the purposes of Manor-Bullock et al (1995), the first factor reflects aspects of social interactions while the second factor seems indicative of personal and academic orientation. The social/popular factor, with items such as 'I do not often feel lonely at school' and 'I have several close friends', is also suggestive of the social adjustment that Dumas (1998) and Sheridan et al (1996) stated is indicated by good interpersonal relationships. The second factor, confident/studious, which is independent of Factor 1, can be interpreted as indicative of a child who is academically oriented and comfortable with that orientation.…”

Section: Discussionmentioning

confidence: 99%

“…Appropriate social and interpersonal relationships are debatably the most significant indicator of social adjustment (Dumas, 1998;Sheridan et al, 1996). The early influence of perceived parental interactions or style has been related to people's subsequent emotional wellbeing.…”

mentioning

confidence: 99%

The Nature of Children's Social Interactions at School

Moore

Mellor

2003

School Psychology International

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Interpersonal interactions are important for emotional and psychological wellbeing. One attempt to systematically assess social interactions among gifted children was presented by Manor-Bullock et al. (1995) in their Social Interaction Questionnaire (SIQ). However, no psychometric properties of this scale or the nature of the factors that form students' social interactions have been reported. The aim of this study to ascertain the underlying factor structure of students' social interactions on scores on the SIQ and to compare the responses of children attending a regular school to those in Manor-Bullock et al.'s cohort of gifted children. Two independent factors emerged from the data: social/popular and confident/studious with internal reliability of α = 0.82 and α = 0.60 respectively. There were no gender differences on these factors in the current data. Chi square analyses revealed concordance between gifted and regular-school children on seven of 16 comparable items. Discussion of the items demonstrating an association is presented. Confirmation of the current factor structure is necessary and a matched comparison with gifted children is recommended.Appropriate social and interpersonal relationships are debatably the most significant indicator of social adjustment (Dumas, 1998;Sheridan et al., 1996). The early influence of perceived parental interactions or style has been related to people's subsequent emotional wellbeing. For example, Laraia et al. (1994), found that women diagnosed with panic disorder with agoraphobia reported higher levels of non-illness related parental separation during childhood than control subjects. Moore (1999), on the other hand, found that fathers' over-protection during the first 16 years of development was a predictor of social anxiety among adolescents.

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“…Several studies have been conducted in recent years into the effectiveness of non-pharmacological treatments for ADHD ( Pelham and Fabiano, 2008 ; Sonuga-Barke et al, 2013 ; Richardson et al, 2015 ; Watson et al, 2015 ; Scionti et al, 2020 ; Shrestha et al, 2020 ; Veloso et al, 2020 ). These non-pharmacological strategies include behavior modification techniques and cognitive behavioral therapy ( Fabiano et al, 2009 ); cognitive training ( Tamm et al, 2010 ; Shuai et al, 2017 ); training in self-instruction and techniques to enhance the capacity to inhibit responses ( Meichenbaum and Goodman, 1971 ) including computer-based interventions ( Martinovic et al, 2016 ; Rossignoli-Palomeque et al, 2018 ), training in problem solving ( Bransford and Stein, 1993 ), neurofeedback ( Zuberer et al, 2018 ; Cueli et al, 2019 ), training in social skills ( Sheridan et al, 1996 ; Storebo et al, 2012 ), peer intervention ( Cordier et al, 2018 ), and training in organizational skills ( Langberg et al, 2008 ); and psycho-educational strategies and instruction of parents and teachers in cognitive behavioral techniques ( Miranda et al, 2002 ; Pelham and Fabiano, 2008 ; Montoya et al, 2011 ; Rimestad et al, 2019 ); within the multi-modal approach, of particular importance are interventions focused on producing changes in neuro-psychological functions ( Pistoia et al, 2004 ).…”

Section: Introductionmentioning

confidence: 99%

MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings

et al. 2021

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Previous studies have explored the impact of magic tricks on different basic cognitive processes yet there is a need of examining effectiveness of a cognitive training program through magic tricks for children with attention deficit hyperactivity disorder (ADHD). The present study examines the effectiveness and feasibility of the MAGNITIVE program, a manualized intervention for cognitive training through the learning of magic tricks. A total of 11 children with ADHD (from 8 to 12 years) participated in separated groups of two different community settings (hospital center and school), and were assessed at pre-treatment, post-treatment, and a 3-month later follow-up in different tasks involving processing speed, sustained attention, selective attention, and mental flexibility. Using non parametric statistical analyses and Reliable Change Index, the results showed that these children receiving MAGNITIVE particularly improved their performance in sustained attention, shifting attention, and mental flexibility, changes were also observed in processing speed performance yet further research is needed in terms of selective attention and inhibition, given the great individual differences within this sample. Changes were maintained when the program was finished. In terms of viability, the study proved a good treatment integrity in different contexts (hospital and school setting), adherence to the curriculum (attendance and some practice at home), and high levels of engagement satisfaction. In this second clinical trial, MAGNITIVE program appears to be a feasible training program for children with ADHD, as an alternative for medication when possible.

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A Multimethod Intervention for Social Skills Deficits in Children with ADHD and Their Parents

Cited by 69 publications

References 22 publications

Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives

Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives

The Nature of Children's Social Interactions at School

MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings

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