University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada.
Curr Psychiatry Rep. 2017 Oct 30;19(12):93. doi: 10.1007/s11920-017-0850-2.
Many children and adolescents with attention-deficit/hyperactivity disorder (ADHD) have difficulties in their social skills and peer relationships. Because social problems exacerbate later maladjustment in ADHD populations, it is important to address this serious impairment. Although social skills training (SST) is a common intervention approach, evidence to date suggests that SST has limited efficacy, at least when provided in traditional, clinic-based settings. The current review summarizes recent advances to traditional SST approaches that may potentially enhance their efficacy.
We identify two promising directions in which SST may be modified to make it more efficacious for ADHD populations. The first direction involves providing increased reinforcement and reminders of appropriate social behavior at the point of performance to youth with ADHD (e.g., in vivo, in real life peer situations as opposed to in the clinic). We note the importance of ensuring that youth with ADHD are receptive to such reminders. The second direction involves encouraging peers to be more socially accepting and inclusive of youth with ADHD. This avenue has been understudied in the literature to date. SST for children and adolescents with ADHD may be enhanced by providing more in vivo reminders and feedback at the point of performance and by making efforts to alter peers' impressions about youth with ADHD.
目的综述：许多患有注意缺陷多动障碍（ADHD）的儿童和青少年在社交技能和同伴关系方面存在困难。由于社交问题会加剧 ADHD 人群的后续适应不良，因此解决这一严重障碍非常重要。尽管社交技能训练（SST）是一种常见的干预方法，但迄今为止的证据表明，SST 的疗效有限，至少在传统的临床环境中提供时是如此。本综述总结了传统 SST 方法的最新进展，这些进展可能会提高其疗效。
最近发现：我们确定了两种可能使 ADHD 人群的 SST 更有效的方法。第一种方法是在 ADHD 青少年表现时，为他们提供更多关于适当社交行为的强化和提醒（例如，在现场、在现实生活中的同伴情境中，而不是在诊所中）。我们注意到确保 ADHD 青少年能够接受这些提醒的重要性。第二种方法是鼓励同伴更加接受和包容 ADHD 青少年。迄今为止，这一途径在文献中研究较少。通过在表现时提供更多现场提醒和反馈，并努力改变同伴对 ADHD 青少年的印象，SST 可以增强对儿童和青少年的 ADHD 的治疗效果。
