Treatment effects of combining social skill training and parent training in Taiwanese children with attention deficit hyperactivity disorder

Journal of the Formosan Medical Association = Taiwan Yi Zhi
Yu-Hsin HuangShen-Ing Liu

Abstract

Children with attention-deficit/hyperactivity disorder (ADHD) often have problems in social interactions. We investigated the social and behavioral effects of providing both social skill training and parent training to school-aged children with ADHD in Taiwan. Seven consecutive 8-week behavioral-based social skill training (SST) group sessions were held for 48 children with ADHD; parallel 8-week parent group sessions were provided simultaneously. Fifty-five children with ADHD were recruited as a control group. All children took medication as prescribed by their doctors. The effects were assessed using the teacher and parent version of the Chinese version of Swanson, Nolan, and Pelham, version IV scale (SNAP-IV), the Chinese version of the Child Behavior Check List (CBCL-C), child and teacher version of the modified Social Skill Rating System (SSRS-C and SSRS-T), at baseline, post-treatment, and 4 months from baseline. The doses of methylphenidate and drug compliance were controlled during the analysis. The mixed-effects model demonstrated the main effect of group sessions on the Oppositional subscale of SNAP-P, the Anxious/Depressed subscale of CBCL-C, the Self Control subscale of SSRS-C, and the Active Participation subscale o...Continue Reading

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Citations

Jun 5, 2019·Comprehensive Child and Adolescent Nursing·Assis Do Carmo Pereira JúniorAdriana Inocenti Miasso
May 11, 2018·BioMed Research International·Reinie CordierRenée Speyer
Feb 24, 2019·Clinical Child and Family Psychology Review·Danielle WillisKate Flory
Aug 20, 2019·Irish Journal of Medical Science·Farzana Sadiq, Aisling Mulligan

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