Existing child-focused treatments for ADHD, including the MTA's intensive behavioral management and medication, and clinic-based social skills training, have not improved peers' liking of children with ADHD¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2–q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the MTA, despite improved disruptive and prosocial behaviors after 14 months of intensive behavioral management and/or medication, children with ADHD did not improve in peer rejection and friendlessness by sociometric nomination. → Mikami 2015 q2 i? Major reviews concluded social skills training is ineffective for the peer relationships of children with ADHD as traditionally delivered in clinic-based settings. → Mikami 2015 (2)

Evidence¶

Mikami 2015¶

Mikami, A. Y., & Normand, S. (2015). The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD. Curr Dev Disord Rep. https://doi.org/10.1007/s40474-014-0036-0

q3 · i? · review · r3

The review describes the MTA, the most comprehensive intervention study in this population, comparing 14 months of intensive behavioral management and/or intensive medication to a control group; behaviors improved but "children with ADHD did not demonstrate improvements in their peer rejection and friendlessness".

"Despite indication that disruptive be- haviors as well as prosocial behaviors had improved (particu- larly for the children receiving both medication and behavioral management as well as medication alone) [ 63], children with ADHD did not demonstrate improvements in their peer rejec- tion and friendlessness when assessed via sociometric nomi- nations in their classrooms"

Mikami 2015 (2)¶

Mikami, A. Y., & Normand, S. (2015). The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD. Curr Dev Disord Rep. https://doi.org/10.1007/s40474-014-0036-0

q2 · i? · review · r2

The review reports that three recent major reviews concluded social skills training is ineffective for ADHD populations "at least as is provided in traditional clinic-based settings", based on studies finding no benefit for peer relationships.

"based on significant studies finding no benefit of intensive social skills training on the peer relationships of children with ADHD [ 68, 69], three recent major reviews have concluded that this approach is ineffective for ADHD populations"

Discussion¶

Related Claims¶

• Children with ADHD show medium-to-large peer problems relative to typically developing youth, with effect sizes from d=.72 (no comorbidities) to d=1.25 (comorbid conduct problems)
• Children with ADHD show marked peer rejection and friendship impairment: approximately four times more likely to be rejected, 52–82% scoring over 1 SD above the classroom mean in rejection, and nearly twice as likely to have no classroom friends
• Peers hold the most negative automatic judgments about children displaying hyperactive/impulsive behaviors, and the ADHD label itself evokes social devaluation
• Findings are mixed on whether friendship buffers the negative effects of peer rejection for children with ADHD — related
• In a small randomized pilot study, children with ADHD showed better sociometric peer functioning when the MOSAIC classroom inclusion components were added to behavioral management and social skills training — a narrower finding that bears on this claim
• Peer rejection incrementally predicts subsequent behavioral, emotional, and academic maladjustment in children with ADHD beyond ADHD status itself — related