Interventions for Adolescents With ADHD to Improve Peer Social Functioning: A Systematic Review and Meta-Analysis

Objective: Peer social functioning difficulties characteristic of ADHD persist into adolescence, but the efficacy of interventions for this age group remains unclear. Method: A systematic search of nonpharmacological interventions for adolescents with ADHD (10-18 years) identified 11 trials addressing social functioning, of which eight were included in meta-analyses. Results: Random effects meta-analyses of four randomized trials found no differences in social functioning between treatment and control groups by parent- (g = -0.08 [-0.34, 0.19], k = 4, N = 354) or teacher-report (g = 0.17 [-0.06, 0.40], k = 3, N = 301). Meta-analyses of nonrandomized studies indicated participants' social functioning improved from baseline to postintervention by parent-report, but not teacher- or self-report. All trials had a high risk of bias. Conclusion: These results highlight the paucity of research in this age group. There is little evidence that current interventions improve peer social functioning. Clearer conceptualizations of developmentally relevant targets for remediation may yield more efficacious social interventions.

Automated summary

The study found that peer social functioning difficulties characteristic of ADHD persist into adolescence, but interventions for this age group showed unclear efficacy. Improvement in social functioning was reported by parents in some interventions, but not by teachers or self-report. The results highlight the lack of research in this age group and suggest a need for clearer developmental targets to enhance the effectiveness of social interventions.