Children with attention deficit hyperactivity disorder (ADHD) are at significant risk for a variety of comorbid conditions, including social skills deficits. Although interventions addressing various aspects of social difficulties with these children have been developed, few researchers have integrated new The authors would like to acknowledge the numerous individuals who participated in the development and implementation of this project, The Children's Center and the University of Utah Psychoeducational Clinic for the use of its facilities, and the peer confederates and research participants for their time and effort throughout the study. This article represents the results of a study awarded the Outstanding Dissertation of the Year Award for 2002 by Division 16 (School Psychology) of the American Psychological Association. Opinions expressed herein are those of the authors and do not reflect the opinions of the awarding agencies.

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