Social skills training

Amori Yee Mikami; Mary Jia; Jennifer Jiwon Na

doi:10.1016/j.chc.2014.05.007

Social skills training

Child Adolesc Psychiatr Clin N Am. 2014 Oct;23(4):775-88. doi: 10.1016/j.chc.2014.05.007. Epub 2014 Aug 3.

Authors

Amori Yee Mikami¹, Mary Jia², Jennifer Jiwon Na²

Affiliations

¹ Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, British Colombia V6T 1Z4, Canada. Electronic address: mikami@psych.ubc.ca.
² Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, British Colombia V6T 1Z4, Canada.

PMID: 25220086
DOI: 10.1016/j.chc.2014.05.007

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.

Keywords: ADHD; Peer relationships; Social behavior; Social competency; Social skills.

Publication types

Review

MeSH terms

Attention Deficit Disorder with Hyperactivity / therapy*
Behavior Therapy / methods*
Child
Humans
Peer Group*
Social Skills*