The effectiveness of social skills interventions that incorporate peer interactions: a meta-analysis

• Main Authors: Lee, Sean Xiu Zheng, Muhammad Ariffin Bin Norshapiee, Teo, Rosanne Jing Ying
• Other Authors: Darren Yeo
• Format: Final Year Project
• Language: English
• Published: Nanyang Technological University 2023
• Subjects: Social sciences::Psychology
• Online Access: https://hdl.handle.net/10356/166288
• Institution: Nanyang Technological University

Social skills interventions (SSIs) designed for children with ADHD often overlook the importance of peer interactions. Peers play an important role in children’s development of social skills in their daily lives. We conducted a meta-analysis to evaluate the effectiveness of SSIs involving peer interactions. We performed a literature search of SSIs involving peers using Academic Search Complete, CINAHL, PsycArticles and PsychINFO between September and November 2022. 14 English-language peer-reviewed articles were retrieved. Both between-subject and within-subject designs that included social skills training (SST) for children with ADHD under 18 years of age as part of their interventions were included. Heterogeneity and publication bias were assessed. Our findings for six studies with the within-subject design demonstrate an effect for SSIs that incorporate peers (weighted Cohen's d = .7, 95% CI [.66, .74], p < .001). Findings for four studies with within-subject design did not demonstrate sustained effect for SSIs that incorporate peers (weighted Cohen’s d =.1, 95% CI [-1.47, 1.67], p = .898). Interventions with the between-subject design were discussed qualitatively due to unpublished data. Taken together, SSIs that incorporate peers seem to be effective interventions for children with ADHD, albeit the high risk of publication bias. These interventions do not seem to sustain over time. More between-subject study designs need to be done for future meta-analyses to ascertain the effectiveness of SSIs that incorporate peers. Keywords: ADHD, Attention deficit hyperactivity disorder, Peers, Social skills interventions