OBJECTIVE: Youth with ADHD experience significant impairment in peer functioning. Based on recommendations from the literature, the current pilot study examined the effectiveness of a parent-assisted, friendship-building program at establishing mutual friendships and improving peer relationships in adolescents with ADHD. METHOD: Participants included 20 adolescents with ADHD (ages 11-16 years) and their parent(s). Families completed the Program for the Evaluation and Enrichment of Relational Skills (PEERS). Measures of friendship quality, social knowledge, social self-efficacy, get-togethers, and peer conflict were completed at baseline and post-treatment. At post-treatment, participants also reported on the initiation of a new friendship. RESULTS: Baseline to post-treatment differences were examined using paired-samples t tests. The majority of participants reported the initiation of a new friendship at post-treatment. Adolescents also demonstrated significantly improved social knowledge and increased get-togethers. Effect sizes were large. CONCLUSION: Following participation in PEERS, adolescents improved in several peer functioning domains and many initiated new friendships.
OBJECTIVE: Youth with ADHD experience significant impairment in peer functioning. Based on recommendations from the literature, the current pilot study examined the effectiveness of a parent-assisted, friendship-building program at establishing mutual friendships and improving peer relationships in adolescents with ADHD. METHOD:Participants included 20 adolescents with ADHD (ages 11-16 years) and their parent(s). Families completed the Program for the Evaluation and Enrichment of Relational Skills (PEERS). Measures of friendship quality, social knowledge, social self-efficacy, get-togethers, and peer conflict were completed at baseline and post-treatment. At post-treatment, participants also reported on the initiation of a new friendship. RESULTS: Baseline to post-treatment differences were examined using paired-samples t tests. The majority of participants reported the initiation of a new friendship at post-treatment. Adolescents also demonstrated significantly improved social knowledge and increased get-togethers. Effect sizes were large. CONCLUSION: Following participation in PEERS, adolescents improved in several peer functioning domains and many initiated new friendships.
Authors: Danielle M Glad; Christina L Casnar; Brianna D Yund; Kristin Lee; Bonita P Klein-Tasman Journal: J Dev Behav Pediatr Date: 2021 Oct-Nov 01 Impact factor: 2.225
Authors: Jasper A Estabillo; Christine T Moody; Solene J Poulhazan; Laura H Adery; Elizabeth M Denluck; Elizabeth A Laugeson Journal: J Autism Dev Disord Date: 2022-05-27