Department of Clinical, Health, and Applied Sciences, University of Houston-Clear Lake, Houston, TX, 77058, USA.
Department of Clinical, Health, and Applied Sciences, University of Houston-Clear Lake, 2700 Bay Area Blvd., Houston, TX, 77058, USA.
Child Psychiatry Hum Dev. 2023 Oct;54(5):1386-1395. doi: 10.1007/s10578-022-01345-4. Epub 2022 Mar 21.
This study examined the potential benefits of peer-based dyadic interventions for improving the socioemotional functioning of children with ADHD. Participants included children ages 8-12 diagnosed with ADHD-combined type (n = 34) pooled from a larger randomized study comparing peer-based dyadic interventions. Self-concept and depressive symptoms were evaluated at pre- and post-treatment using single group design. Results showed significantly positive child responses to intervention for self-concept. Further, improvements in self-concept were not moderated by the type of dyadic intervention received or by treatment related changes in externalizing behaviors. The severity of reported depressive symptoms, however, did not significantly change. This suggests therapeutic interaction with peers, as demonstrated in peer-based dyadic intervention models, can improve self-concept in children with ADHD even when socioemotional concerns are not a primary target of treatment and independent of behavioral outcomes achieved. These preliminary findings support promoting prosocial peer behavior as a critical domain for ADHD intervention for children.
本研究探讨了同伴为基础的对偶干预对改善 ADHD 儿童社会情感功能的潜在益处。参与者包括从一项比较同伴为基础的对偶干预的更大规模随机研究中汇集的年龄在 8 至 12 岁的被诊断为 ADHD 混合型的儿童（n=34）。使用单一组设计在治疗前和治疗后评估自我概念和抑郁症状。结果显示，儿童对自我概念的干预反应显著积极。此外，自我概念的改善不受所接受的对偶干预类型或与外部行为相关的治疗变化的调节。然而，报告的抑郁症状的严重程度没有显著变化。这表明与同伴的治疗性互动，如在同伴为基础的对偶干预模型中所展示的，即使社会情感问题不是治疗的主要目标，并且独立于所达到的行为结果，也可以改善 ADHD 儿童的自我概念。这些初步发现支持将促进亲社会同伴行为作为 ADHD 儿童干预的关键领域。
