de Boo Gerly M, Prins Pier J M
Department of Clinical Psychology, Roetersstraat 15, 1018 WB Amsterdam, The Netherlands.
Clin Psychol Rev. 2007 Jan;27(1):78-97. doi: 10.1016/j.cpr.2006.03.006. Epub 2006 Jun 30.
Children with attention-deficit/hyperactivity disorder (ADHD) often encounter problems in social interactions with peers and are confronted with peer rejection and social isolation. The most common approach to social problems in children is social skills training. This intervention concept represents a variable mixture of cognitive-behavioral intervention elements. In this article the outcome of social skills training (SST) for children with ADHD is reviewed. Four experimental SSTs are detected and analyzed for potential mediators and moderators of treatment efficacy. Candidate mediators (social cognitive skills, parenting style and medication-induced reduction of key symptoms) are discussed within an empirical and theoretical context. Candidate moderators (subtype, comorbidity, gender and age) are evaluated for their empirical support. It is argued that, although fragmented, there is ample evidence and knowledge to adapt the SST-paradigm towards the specific needs of children suffering from ADHD and to guide future research towards more effective, "well established" interventions.
患有注意力缺陷多动障碍（ADHD）的儿童在与同伴的社交互动中常常遇到问题，面临同伴排斥和社会孤立。针对儿童社会问题最常见的方法是社交技能训练。这种干预理念是认知行为干预要素的一种可变组合。本文回顾了针对ADHD儿童的社交技能训练（SST）的结果。检测并分析了四种实验性社交技能训练，以寻找治疗效果的潜在调节因素和中介因素。在实证和理论背景下讨论了候选中介因素（社会认知技能、养育方式和药物引起的关键症状减轻）。评估了候选调节因素（亚型、共病、性别和年龄）的实证支持情况。有人认为，尽管证据零散，但有充分的证据和知识来使社交技能训练范式适应ADHD患儿的特殊需求，并指导未来的研究朝着更有效、“成熟”的干预方向发展。
