Social Functioning in Children With ADHD Treated With Long-Term Methylphenidate and Multimodal Psychosocial Treatment
Abstract
Objective To test that methylphenidate combined with intensive multimodal psychosocial intervention, which includes social skills training, significantly enhances social functioning in children with attention-deficit/hyperactivity disorder (ADHD) compared with methylphenidate alone and methylphenidate plus nonspecific psychosocial treatment (attention control).Method One hundred three children with ADHD (ages 7-9), free of conduct and learning disorders, who responded to short-term methylphenidate were randomized for 2 years to receive (1) methylphenidate alone, (2) methylphenidate plus multimodal psychosocial treatment that included social skills training, or (3) methylphenidate plus attention control treatment. Assessments included parent, child, and teacher ratings of social function and direct school observations in gym.Results No advantage was found on any measure of social functioning for the combination treatment over methylphenidate alone or methylphenidate plus attention control. Significant improvement occurred across all treatments and continued over 2 years.Conclusions In young children with ADHD, there is no support for clinic-based social skills training as part of a long-term psychosocial intervention to improve social behavior. Significant benefits from methylphenidate were stable over 2 years.
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Without proper interventions, functional impairments in time management, planning/organizing, and prosocial behavior skills often endure and escalate into adolescence and adulthood.
“Without proper interventions, functional impairments in the areas of time management, planning/organizing, and prosocial behavior skills often endure and escalate into adolescence and adulthood [6,7,11-14].”
Behavioral interventions developed to improve functional outcomes are effective but often time-consuming, costly, and not easily accessible to all children who might benefit.
“Behavioral interventions developed to improve these children’s functional outcomes, although effective [7,14,16], are often time-consuming, costly, and not easily accessible to all children who might benefit from them [17-19].”
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- Authors
- ABIKOFF, H., HECHTMAN, L., KLEIN, R. G., GALLAGHER, R., FLEISS, K., ETCOVITCH, J., COUSINS, L., GREENFIELD, B., MARTIN, D., & POLLACK, S.
- Affiliations
- St. John's University (US)
- Corresponding author
- ABIKOFF, HOWARD
- Venue
- Journal of the American Academy of Child & Adolescent Psychiatry
- Publisher
- Elsevier BV
- Published
- 2004-07
- Volume
- 43
- Issue
- 7
- Pages
- 820-829
- ISSN
- 0890-8567 (ISSN-L)
- OpenAlex
- W2061615124
- Cited by
- 198
- References
- 31
- Citations by year
- 2026: 4 · 2025: 3 · 2024: 3 · 2023: 4 · 2022: 6 · 2021: 5 · 2020: 6 · 2019: 9 · 2018: 5 · 2017: 4 · 2016: 10 · 2015: 7 · 2014: 11 · 2013: 12 · 2012: 13
- FWCI
- 9.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of the American Academy of Child & Adolescent Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- 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 › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- attention deficit hyperactivity disorder, methylphenidate, social functioning, social skills training, long-term treatment, children, social behavior
- MeSH terms
- Central Nervous System Stimulants, Attention Deficit Disorder with Hyperactivity, Child, Combined Modality Therapy, Drug Administration Schedule, Female, Humans, Male, Methylphenidate, Psychotherapy, Social Behavior
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