File(s) under permanent embargo

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

journal contribution
posted on 01.08.2021, 00:00 authored by Sarah Morris, Jade SheenJade Sheen, Mathew Ling, D Foley, Emma SciberrasEmma Sciberras
Objective: Peer social functioning difficulties characteristic of ADHD persist into adolescence, but the efficacy of interventions for this age group remains unclear. Method: A systematic search of nonpharmacological interventions for adolescents with ADHD (10–18 years) identified 11 trials addressing social functioning, of which eight were included in meta-analyses. Results: Random effects meta-analyses of four randomized trials found no differences in social functioning between treatment and control groups by parent- ( g = −0.08 [−0.34, 0.19], k = 4, N = 354) or teacher-report ( g = 0.17 [−0.06, 0.40], k = 3, N = 301). Meta-analyses of nonrandomized studies indicated participants’ social functioning improved from baseline to postintervention by parent-report, but not teacher- or self-report. All trials had a high risk of bias. Conclusion: These results highlight the paucity of research in this age group. There is little evidence that current interventions improve peer social functioning. Clearer conceptualizations of developmentally relevant targets for remediation may yield more efficacious social interventions.

History

Journal

Journal of Attention Disorders

Volume

25

Issue

10

Article number

ARTN 1087054720906514

Pagination

1479 - 1496

Publisher

SAGE PUBLICATIONS INC

Location

United States

ISSN

1087-0547

eISSN

1557-1246

Language

English

Publication classification

C1 Refereed article in a scholarly journal