Center for Children and Families, Florida International University, Miami, FL 33199, USA.
J Atten Disord. 2012 Oct;16(7):579-88. doi: 10.1177/1087054711416312. Epub 2011 Aug 11.
The social functioning of adolescents with ADHD is characteristically impaired, yet almost no interventions effectively address the peer relationships of these youth. This study evaluates the preliminary effects of a video-feedback intervention on the social behavior of a 16-year-old male with ADHD-combined type in the context of a summer treatment program for youth with ADHD.
The intervention was administered in a teen-run business meeting designed to mimic the context of group-based activities such as student government, service clubs, and group projects. During each video-feedback session, the adolescent viewed a 5-min clip of his behavior in the previous business meeting, rated the appropriateness of his own social behavior in each 30-s interval, and discussed behavior with a summer program counselor.
Results indicated that while the video-feedback intervention was in place, the adolescent displayed improvements in social behavior from baseline. Results also indicated that the adolescent exhibited relatively accurate self-perceptions during the intervention period. The authors present preliminary evidence for cross-contextual and cross-temporal generalization.
The results of this study and future directions for intervention development are discussed in the context of the broader conversation about how to treat social impairment in adolescents with ADHD.
ADHD 青少年的社交功能通常受损，但几乎没有干预措施能有效解决这些青少年的同伴关系问题。本研究评估了一种视频反馈干预对一名患有 ADHD 混合型的 16 岁男性青少年在 ADHD 暑期治疗计划背景下的社交行为的初步影响。
该干预措施在一个由青少年运营的商业会议中进行，旨在模拟基于群体的活动（如学生会、服务俱乐部和小组项目）的情境。在每次视频反馈会议中，青少年观看他在前一次商业会议中的 5 分钟行为片段，对自己在每个 30 秒间隔内的社交行为的适当性进行评分，并与暑期项目顾问讨论行为。
结果表明，在视频反馈干预期间，青少年的社交行为从基线开始有所改善。结果还表明，青少年在干预期间表现出相对准确的自我认知。作者提出了跨情境和跨时间推广的初步证据。
本文讨论了如何治疗 ADHD 青少年的社交障碍这一更广泛的对话背景下，讨论了这项研究的结果和干预措施发展的未来方向。
