Parental Influence on Children with Attention-Deficit/Hyperactivity Disorder: II. Results of a Pilot Intervention Training Parents as Friendship Coaches for Children
Open accessAbstract
We report findings from a pilot intervention that trained parents to be "friendship coaches" for their children with Attention-Deficit/Hyperactivity Disorder (ADHD). Parents of 62 children with ADHD (ages 6-10; 68% male) were randomly assigned to receive the parental friendship coaching (PFC) intervention, or to be in a no-treatment control group. Families of 62 children without ADHD were included as normative comparisons. PFC was administered in eight, 90-minute sessions to parents; there was no child treatment component. Parents were taught to arrange a social context in which their children were optimally likely to develop good peer relationships. Receipt of PFC predicted improvements in children's social skills and friendship quality on playdates as reported by parents, and peer acceptance and rejection as reported by teachers unaware of treatment status. PFC also predicted increases in observed parental facilitation and corrective feedback, and reductions in criticism during the child's peer interaction, which mediated the improvements in children's peer relationships. However, no effects for PFC were found on the number of playdates hosted or on teacher report of child social skills. Findings lend initial support to a treatment model that targets parental behaviors to address children's peer problems.
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The most effective social skills interventions require adults to actively instruct and support children in using social skills in context.
“the most effective social skills interventions require active adult instruction and support for children to use social skills in context (e.g., Mikami et al., 2010; 2013).”
From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Mikami et al., 2010
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- Authors
- Mikami, A. Y., Lerner, M. D., Griggs, M. S., McGrath, A., & Calhoun, C. D.
- Affiliations
- University of Virginia (US)
- William James College (US)
- University of South Florida (US)
- Corresponding author
- Mikami, Amori Yee
- Venue
- Journal of Abnormal Child Psychology
- Published
- 2010-03-26
- Volume
- 38
- Issue
- 6
- Pages
- 737-749
- ISSN
- 0091-0627 (ISSN-L)
- 1573-2835
- PMC
- PMC2903643
- OpenAlex
- W1995372347
- Cited by
- 122
- References
- 50
- Citations by year
- 2026: 2 · 2025: 8 · 2024: 4 · 2023: 5 · 2022: 4 · 2021: 8 · 2020: 7 · 2019: 6 · 2018: 7 · 2017: 14 · 2016: 6 · 2015: 10 · 2014: 14 · 2013: 7 · 2012: 10
- FWCI
- 5.89
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Research on Child and Adolescent Psychopathology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health (5r03mh079019-02)
- National Institute of Mental Health (F31MH012838, R03 MH079019, 1R03MH12838)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Clinical Psychology › Child Therapy and Development
- Keywords
- attention deficit hyperactivity disorder, parent training, peer relationships, peer acceptance, peer rejection, social skills, parental facilitation, corrective feedback, parental criticism, children with ADHD
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Behavior Therapy, Child, Humans, Interpersonal Relations, Male, Parent-Child Relations, Parents, Peer Group, Pilot Projects, Surveys and Questionnaires, Social Behavior, Video Recording, Treatment Outcome, Friends
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