ADHD
Conditions
Keywords
friendship
Brief summary
Many children with Attention-Deficit/Hyperactivity Disorder (ADHD) have problems with making and keeping friends. The current study compared the efficacy of two 10-week behavioral interventions for improving the friendships of children with this disorder. Participants were children ages 6-11 with ADHD and their families, who were experiencing friendship problems. Outcome measures assessed friendship quality and friendship behaviors at baseline (pre-treatment), post-treatment, and 8-month follow-up.
Interventions
BEHAVIORALParental Friendship Coaching
In this condition, therapists instructed parents in ways to coach their children to display better friendship behaviors using skills teaching, role play, active practice, and homework. This is a 10 week group intervention.
BEHAVIORALCoping with ADHD through Relationships and Education
In this condition, the therapist provided parents with psychoeducation about ADHD and friendship difficulties, and encouraged them to apply this information to their child and to support one another with tips about how to address these problems. This is a 10 week group intervention.
Sponsors
University of British Columbia
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Outcomes Assessor)
Masking description
Some outcomes were observed by coders unaware of the participant's intervention condition. Other outcomes were reported by participants who were aware of their intervention condition.
Intervention model description
Participants were randomly assigned to one of two interventions: Parental Friendship Coaching (PFC) or Coping with ADHD through Relationships and Education (CARE)
Eligibility
Sex/Gender
ALL
Age
6 Years to 11 Years
Healthy volunteers
No
Inclusion criteria
* Children who meet diagnostic criteria for ADHD * Children who are have peer relationship problems
Exclusion criteria
* Children with autism spectrum disorder, psychosis, or active suicidality (requires other interventions * Children with intellectual disability (may not benefit from the interventions offered) * Children who are not on a stable dose of medication (this treatment may affect outcome measures) * Children who are receiving other behavioral treatment or treatment for social problems (these other treatments may affect outcome measures).
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Positive and Negative Friendship Quality - Questionnaires | change from baseline (pre-treatment) to post-treatment (approximately 4 months after baseline) | Measures of positive and negative relationship quality with a friend, as reported by informants (adults, children) on the Friendship Quality Questionnaire |
| Change in Positive and Negative Friendship Quality - Observations | change from baseline (pre-treatment) to post-treatment (approximately 4 months after baseline) | Measures of positive and negative relationship quality with a friend, as observed in a lab-based interaction |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Positive and Negative Friendship Behaviors- Questionnaires | change from baseline (pre-treatment) to post-treatment (approximately 4 months after baseline) | Measures of positive and negative behaviors with a friend, as reported by parents on the Quality of Play Questionnaire |
| Change in Positive and Negative Friendship Behaviors- Observations | change from baseline (pre-treatment) to post-treatment (approximately 4 months after baseline) | Measures of positive and negative behaviors with a friend, as observed in a lab-based interaction |
Outcome results
None listed