Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years

Storebø, Ole Jakob; Elmose, Mette; Skoog, Maria; Hansen, Signe Joost; Simonsen, Erik; Pedersen, Niels Wisbech; Tendal, Britta; Callesen, Henriette E; Faltinsen, Erlend; Gluud, Christian

doi:10.1002/14651858.cd008223.pub3

Cited by 91 publications

(94 citation statements)

References 177 publications

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“…From this, 136 intervention outcome indicators were identified, whereby an intervention, with an individual target outcome was administered to specific diagnostic groups. Insufficient data was available for Schaaf, Dumont, Arbesman & May-Benson, 2018;Smith et al, 2014;Snider, Majnemer & Darsaklis, 2010;Storebø et al, 2011;Tatla et al, 2013;Tatla, Sauve, Jarus, Virji-Babul & Holsti, 2014;Vargas & Lucker, 2016;Westendorp et al, 2014;Whalen & Case-Smith, 2012;Xu, He, Mai, Yan & Chen, 2015;Zadnikar & Kastrin, 2011;Ziviani, Feeney, Rodger & Watter, 2010;Zwicker & Mayson, 2010); 10% (n = 14/130) were graded 'probably don't do it' (Yellow Measure) (Wallen & Gillies, 2006;Wells, Marquez & Wakely, 2018); and 4% (n = 6/135) were graded 'don't do it' (Red Stop) (Gringras et al, 2014;Katalinic et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review

Novak

Honan²

2019

Aus Occup Therapy J

174

120

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IntroductionPaediatric occupational therapy seeks to improve children's engagement and participation in life roles. A wide variety of intervention approaches exist. Our aim was to summarise the best‐available intervention evidence for children with disabilities, to assist families and therapists choose effective care.MethodsWe conducted a systematic review (SR) using the Cochrane methodology, and reported findings according to PRISMA. CINAHL, Cochrane Library, MEDLINE, OTSeeker, PEDro, PsycINFO were searched. Two independent reviewers: (i) determined whether studies met inclusion: SR or randomised controlled trial (RCT); an occupational therapy intervention for children with a disability; (ii) categorised interventions based on name, core components and diagnostic population; (iii) rated quality of evidence and determined the strength of recommendation using GRADE criteria; and (iv) made recommendations using the Evidence Alert Traffic Light System.Results129 articles met inclusion (n = 75 (58%) SRs; n = 54 (42%)) RCTs, measuring the effectiveness of 52 interventions, across 22 diagnoses, enabling analysis of 135 intervention indications. Thirty percent of the indications assessed (n = 40/135) were graded ‘do it’ (Green Go); 56% (75/135) ‘probably do it’ (Yellow Measure); 10% (n = 14/135) ‘probably don't do it’ (Yellow Measure); and 4% (n = 6/135) ‘don't do it’ (Red Stop). Green lights were: Behavioural Interventions; Bimanual; Coaching; Cognitive Cog‐Fun & CAPS; CO‐OP; CIMT; CIMT plus Bimanual; Context‐Focused; Ditto; Early Intervention (ABA, Developmental Care); Family Centred Care; Feeding interventions; Goal Directed Training; Handwriting Task‐Specific Practice; Home Programs; Joint Attention; Mental Health Interventions; occupational therapy after toxin; Kinesiotape; Pain Management; Parent Education; PECS; Positioning; Pressure Care; Social Skills Training; Treadmill Training and Weight Loss ‘Mighty Moves’.ConclusionEvidence supports 40 intervention indications, with the greatest number at the activities‐level of the International Classification of Function. Yellow light interventions should be accompanied by a sensitive outcome measure to monitor progress and red light interventions could be discontinued because effective alternatives existed.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review

Novak

Honan²

2019

Aus Occup Therapy J

174

120

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“…Few psycho‐social interventions have shown short‐term improvements in the social functioning of children with ADHD (Storebo et al ., ). This may be due to the interventions often occurring in clinical as opposed to naturalistic settings and lacking the involvement of parents and typically developing peers (Antshel, ; Lee, Niew, Yang, Chen & Lin, ).…”

Section: The Social Difficulties Associated With Adhdmentioning

confidence: 97%

The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play‐based intervention

Barnes

Wilkes‐Gillan

Bundy

et al. 2017

Aus Occup Therapy J

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“…Some symptoms usually appear before the age of 12 years and must be present in more than one setting, for instance, home, school, and work (American Psychiatric Association, 2013). ADHD children experience disturbed social development associated with a lack of tolerance for frustration, changing moods, and delay in motivation and some problems in their executive functions namely difficulty in solving problems, lack of flexibility, difficulty in planning, and hampered in responding, maintaining attention, and working memory (Storebø et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Social Skill Interventions on Children with Attention-Deficit Hyperactivity Disorder (ADHD): Parents and Peers Involvement

Faradilla¹

2020

Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019)

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This article aims to review a number of studies on interventions towards children involving parents and/or peers to improve social skills among children with Attention-Deficit Hyperactivity Disorder, including reviews of the type of interventions, participants, materials, and setting of interventions applied in the research. The review was conducted in several research results published in some international journals. Articles that examined interventions to improve the social skills of children with ADHD apart from international journals such as articles from newspapers/ magazines and book reviews were not included in the analysis. The results of the review showed that the types of interventions applied comprising play-based therapy, social skills training, parents training, cognitive-behavioral therapy, peer-age training, emotional management training, and self-control training. Intervention settings used including at homes, classes, or playrooms involving therapists, parents, teachers, and other children who had or had no disabilities. Social skills training and play-based therapy that involved peers and parents were used more often compared to other types of interventions and proven to be effective in improving the ADHD children's social skills.

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Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years

Abstract: Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years (Review)

Cited by 91 publications

References 177 publications

Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review

Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review

The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play‐based intervention

Social Skill Interventions on Children with Attention-Deficit Hyperactivity Disorder (ADHD): Parents and Peers Involvement

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