Lan Yan-Ting, Liu Xiang-Ping, Fang Hong-Shan
School of Psychology, Beijing Normal University, Beijing, China.
Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, China.
Appl Neuropsychol Child. 2020 Jan-Mar;9(1):41-55. doi: 10.1080/21622965.2018.1509003. Epub 2018 Dec 10.
Attention-deficit/hyperactivity disorder C subtype (ADHD-C) is associated with social rejection and peer difficulties. The present study evaluates the comparative efficacy of group executive function training (GEFT) with social skills training (SST) in children with ADHD-C in China. A randomized, controlled treatment outcome study that comprised of 52 boys and 29 girls (age range: 9-12years old) was conducted. The primary variable (peer relationship), secondary variables (executive functions [EFs] and social skills) and ADHD symptoms (inattention and hyperactive) were measured before and after the intervention and 3-month follow-up. First, both GEFT and SST had instant effects on peer relationship. Second, GEFT mainly improved their EFs and self-control dimension of social skills. At the same time, ADHD symptoms were reduced. SST mainly improved their social skills, but had no effect on EFs and ADHD symptoms. Third, GEFT had better long-term effects than SST on peer relationship. Executive function training produced more effective and lasting changes on peer difficulties of ADHD children.
注意缺陷/多动障碍混合型（ADHD-C）与社会排斥及同伴交往困难有关。本研究评估了在中国患有ADHD-C的儿童中，团体执行功能训练（GEFT）与社交技能训练（SST）的相对疗效。开展了一项随机对照治疗结果研究，研究对象包括52名男孩和29名女孩（年龄范围：9至12岁）。在干预前、干预后及3个月随访时测量主要变量（同伴关系）、次要变量（执行功能[EFs]和社交技能）以及ADHD症状（注意力不集中和多动）。首先，GEFT和SST对同伴关系均有即时影响。其次，GEFT主要改善了他们的执行功能和社交技能的自我控制维度。同时，ADHD症状减轻。SST主要改善了他们的社交技能，但对执行功能和ADHD症状没有影响。第三，在同伴关系方面，GEFT比SST具有更好的长期效果。执行功能训练对ADHD儿童的同伴交往困难产生了更有效和持久的改变。
