Social Skills Training Helps ADHD and ADHD-PI

Social Skills Training Help ADHD-PI
Just a quick post on a recent study that showed that social skills training helps kids with ADHD and ADHD-PI  I have posted before regarding the difficulty with social skills that many kids and adults with ADHD Inattentive have and here and at the left side bar you can find a section devoted to Inattentive ADHD social skills training.

This pilot Social Skills training program for kids with ADHD stressed conflict management, regulation of emotions, and the capacity for empathy. The kids received only 10 hours of training but the study reports that there were significant social skill benefits from this training.

The researchers concluded that ADHD social skills training should be a routine part of treating ADHD. It would seem that if 10 hours of social skills training can improve the social skills of kids with ADHD Inattentive and the other types of ADHD that this training should be incorporated into the treatment plan of every adult and child with ADHD.

Z Kinder Jugendpsychiatr Psychother. 2011;39(4):277-285.
[The training of social skills in children with ADHD - results of a pilot study.]
[Article in German]
Schmitman Gen Pothmann M, Petermann U, Petermann F, Zakis D.


Klinik Hochried, Murnau.


Objective: Insufficient social competence belongs to the most frequent concomitants of ADHD. This is the first therapeutic concept for the training of social skills adapted to the specific deficits of children with ADHD and developed in the German-speaking region. Method: In a two-group, pre-posttest design with untreated waiting control group, 40 children between 7 and 13 years with the diagnoses F90.0, F90.1, and F98.8 were examined; 15 % were female, 85 % male. In groups of three they took part in the newly developed 10-h training TEAM. The record sheet of social skills for parents (ESF-E) was used to measure social competence. In addition, we recorded attention performances (FBB ADHS) and concomitant psychic factors. Results: Significant effects of the training were demonstrated for almost all social skills (MANOVA/GLM). The outcomes on the different components of attention and the psychosocial concomitant factors are without uniformity. The strongest effects appeared in the areas of conflict management, regulation of emotions, and the capacity for empathy. Conclusions: Training of social skills is a sensible and effective supplement in the therapy of ADHD. An examination of long-term effects still needs to be done.

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