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

Abstract

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.