Interventions for Adolescents With ADHD to Improve Peer Social Functioning: A Systematic Review and Meta-Analysis

Morris, Sarah; Sheen, Jade; Ling, Mathew; Foley, Denise; Sciberras, Emma

doi:10.1177/1087054720906514

Cited by 47 publications

(44 citation statements)

References 72 publications

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“…Recent systematic review evidence ( Dahl et al, 2020 ) has concluded that psychoeducation interventions for parents and teachers can lead to improvements in behavior in CAYP with ADHD and that there is little evidence in favor of behavioral interventions improving peer social functioning in CAYP with ADHD ( Morris et al, 2020 ). This review adds to the existing evidence base by only including studies evaluating interventions that involve a psychoeducational component and specifically assessing the impact these interventions have upon social skills in CAYP with ADHD.…”

Section: Discussionmentioning

confidence: 99%

Psychoeducation Intervention Effectiveness to Improve Social Skills in Young People with ADHD: A Meta-Analysis

et al. 2021

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Objective: Attention Deficit Hyperactivity Disorder (ADHD) can be associated with limited understanding of the condition and poor social skills. Some evidence favors a psychoeducational approach, but little is known about the effectiveness of psychoeducation. Methods: Systematic review and meta-analysis of studies assessing psychoeducational interventions that aim to improve social skills of young people with ADHD. Results: Ten studies, including 943 participants, reported across 13 papers met the inclusion criteria. Although effect sizes were small, findings suggest the included interventions significantly improved social skills in young people with ADHD. Conclusions: Results show promise for psychoeducational behavioral interventions . However, the recommendations that can be developed from existing evidence are somewhat limited by the low quality of studies. Further rigorous trials are needed. In addition, future research should consider the long-term outcomes for these interventions, they should be iteratively co-designed and research should consider the context they intend to be delivered in.

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Section: Discussionmentioning

confidence: 99%

Psychoeducation Intervention Effectiveness to Improve Social Skills in Young People with ADHD: A Meta-Analysis

et al. 2021

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“…To date, interventions for ADHD-related difficulties have had limited success in the adolescent age group, with organizational interventions the only domain that is well-established (Evans et al, 2018). In contrast, there is limited evidence for interventions targeting social functioning in this age group (Morris et al, 2020; Storebø et al, 2019). Ensuring that functional changes are able to be measured with precision and specificity is essential in developing and trialing interventions, as well as tracking improvements in clinical practice.…”

Section: Discussionmentioning

confidence: 99%

“…Best practice guidelines for the diagnosis and management of ADHD mandate teacher involvement, typically through the completion of rating scales of a child or adolescent’s symptoms, behavior, and functional impairment (Pelham et al, 2005; Wolraich et al, 2019). Teachers provide a unique perspective on functional domains such as problematic behavior, social functioning, and academic performance, and their reports are used in intervention research (DuPaul et al, 2012; Morris et al, 2020; Sonuga-Barke et al, 2013; Staff et al, 2020). Teacher-reported scores are often esteemed as a more rigorous measurement of outcomes than parent- or self-reported scores, as teachers may be blinded to intervention condition (e.g., Sonuga-Barke et al, 2013).…”

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confidence: 99%

The interteacher reliability of assessments of adolescents.

Morris¹,

Ling²,

Sheen³

et al. 2021

Psychological Assessment

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Teachers are uniquely placed to comment on the psychosocial functioning of their students. In particular, teacher report of symptoms and functional impairment is crucial in a diagnostic assessment of Attentiondeficit Hyperactivity Disorder (ADHD). For adolescents, however, schooling structures and other factors can influence the reliability of teacher reports. Clarity is needed for both clinicians and researchers regarding the interteacher reliability across different domains in the assessment of adolescents. This study investigated interrater reliability of teacher reports of adolescents using data from the 72-month follow-up of the National Institute of Mental Health (NIMH) Collaborative Multisite Multimodal Treatment Study of Children with ADHD (MTA) when participants were 13-15.9 years old. For adolescents with a history of ADHD (MTA; N = 177-210), and a normative comparison group (Local Normative Control Group [LNCG]; N = 100-125), intraclass correlations (ICC) were examined between Math and English teacher reports of ADHD symptoms, externalizing behavior, scholastic competence, and social functioning. Results indicate poor to moderate reliability in the assessment of adolescents with a history of ADHD for core ADHD symptoms, social functioning and scholastic competence, and moderate to good reliability of externalizing behavior. Interteacher reliability was better for the normative comparison group in all domains except social functioning, which was also poor to moderate. Clinicians and researchers should be aware of potential inconsistencies in teacher reports and where possible collect multiple teacher reports to maximize reliability. Further implications for research and clinical practice are explored. Public Significance StatementTeacher-reported symptoms and functioning of adolescents are important for the assessment and management of Attention-deficit Hyperactivity Disorder (ADHD), however, there are likely to be discrepancies between the ratings different teachers provide. This study demonstrates that teacher reports of adolescent functioning vary considerably, particularly regarding social functioning and ADHD symptoms.

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“…Further, the current study is now one of three longitudinal studies demonstrating a positive link between social skills and substance use among adolescents with ADHD (i.e., Molina et al, 2012; Sibley et al, 2014), suggesting that treatments that improve social skills for this group may have negative downstream effects. However, treatments targeting social skills among youth with ADHD have been minimally effective (see Morris, Sheen, Ling, Foley, & Sciberras, 2020). As efforts continue to improve the effectiveness of social skills training and emotion regulation interventions for youth with ADHD, our findings suggest that these treatments should incorporate a parenting component to potentially buffer against possible iatrogenic effects.…”

Section: Discussionmentioning

confidence: 99%

The role of emotion regulation in alcohol use among adolescents with attention-deficit/hyperactivity disorder.

Margherio¹,

Brickner²,

Evans³

et al. 2020

Psychology of Addictive Behaviors

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The purpose of the present study was to determine the role of emotion regulation in the pathway to problematic alcohol use among adolescents with attention-deficit/hyperactivity disorder (ADHD), specifically investigating the total effect of emotion regulation on problematic alcohol use and the indirect effect of emotion regulation through social skills on problematic alcohol use within a 2-wave longitudinal design. The potential protective effect of parent knowledge of these effects was assessed. Participants were 149 adolescents with ADHD (mean [M] ϭ 15.11 years old; 78% male), and approximately 19% endorsed problematic alcohol use at Time 2. Contrary to our hypothesis, emotion regulation was not associated with subsequent problematic alcohol use without social skills in the model, and parent knowledge did not moderate this pathway. The results supported an indirect effect of emotion regulation on problematic alcohol use via social skills, although the direction of this effect was unexpected. Greater emotion regulation skills were associated with greater social skills, which in turn were associated with a higher likelihood of problematic alcohol use. Parent knowledge was protective against this indirect effect, such that the indirect effect was only present in the context of low parent knowledge. The findings delineate the roles of risk and protective factors associated with the progression from experimentation to alcohol use disorder among adolescents with ADHD.

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Interventions for Adolescents With ADHD to Improve Peer Social Functioning: A Systematic Review and Meta-Analysis

Cited by 47 publications

References 72 publications

Psychoeducation Intervention Effectiveness to Improve Social Skills in Young People with ADHD: A Meta-Analysis

Psychoeducation Intervention Effectiveness to Improve Social Skills in Young People with ADHD: A Meta-Analysis

The interteacher reliability of assessments of adolescents.

The role of emotion regulation in alcohol use among adolescents with attention-deficit/hyperactivity disorder.

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