Examination of a Parent-Assisted, Friendship-Building Program for Adolescents With ADHD

Abstract

Objective: Youth with ADHD experience significant impairment in peer functioning. Based on recommendations from the literature, the current pilot study examined the effectiveness of a parent-assisted, friendship-building program at establishing mutual friendships and improving peer relationships in adolescents with ADHD. Method: Participants included 20 adolescents with ADHD (ages 11-16 years) and their parent(s). Families completed the Program for the Evaluation and Enrichment of Relational Skills (PEERS). Measures of friendship quality, social knowledge, social self-efficacy, get-togethers, and peer conflict were completed at baseline and post-treatment. At post-treatment, participants also reported on the initiation of a new friendship. Results: Baseline to post-treatment differences were examined using paired-samples t tests. The majority of participants reported the initiation of a new friendship at post-treatment. Adolescents also demonstrated significantly improved social knowledge and increased get-togethers. Effect sizes were large. Conclusion: Following participation in PEERS, adolescents improved in several peer functioning domains and many initiated new friendships.

Examining the Treatment Efficacy of PEERS in Japan: Improving Social Skills Among Adolescents with Autism Spectrum Disorder

“…Knowledge of social skills involves the understanding of basic rules and steps of social etiquette, and is an essential ingredient in adolescents' taking their first steps toward improving social functioning (Gardner et al 2015). In the present study, knowledge of social skills increased significantly from pre-to post-assessment on the TASSK.…”

Challenges experienced by parents living with a child with attention deficit hyperactivity disorder

“…These factors include social devaluation explained by the stigma associated with ADHD, exclusionary behaviour evidenced in rejection, and reputational bias based on the impressions children have of each other. Programmes where children with ADHD and their parents participate to learn social skills such as conflict resolution and peer group entry, may improve children's peer functioning domains (Gardner et al, 2015).…”

Nonpharmacological Interventions for Children with Attention Deficit Hyperactivity Disorder in India: A Comprehensive and Comparative Research Update

“…There are two categories: The packaged one with better structured contents and definite methodology of implementation (e.g., parent training programs such as the new forest parent training program [NFPP], the triple P-positive parenting program, and the incredible years [IY]; social and relationship skills program such as Program for the Evaluation and Enrichment of Relational Skills)[ 29 33 ] and another is less well-defined/nonpackaged intervention programs with less structured detailing of content and methodology of implementation (e.g., parent behavioral training, behavioral classroom intervention, academic intervention, summer treatment program, social skill training, parent-assisted, and friendship-building program). Although, their effects are highly dependent on the context as moderating variables affecting interventions.…”