The Effects of a School-based Intervention on the Social and Adaptive Skills among Children with ADHD

Tayebeh Baniasadi

doi:10.61838/kman.jndd.3.1.1

Authors

Tayebeh Baniasadi College of Human Science& Education, School of Kinesiology, Baton Rouge, LA Author https://orcid.org/0000-0002-6194-4465

DOI:

https://doi.org/10.61838/kman.jndd.3.1.1

Keywords:

ADHD, school, based intervention, adaptive skills, social skills, randomized controlled trial, early intervention, child development

Abstract

Purpose: This study aimed to evaluate the effectiveness of a school-based intervention designed to enhance social and adaptive skills among children with Attention Deficit Hyperactivity Disorder (ADHD).

Methods and Materials: A randomized controlled trial (RCT) was conducted with 30 children diagnosed with ADHD, aged between 8 and 12 years. Participants were randomly assigned to either the intervention group (n=15) or the control group (n=15). The intervention group participated in a ten-session program over ten weeks, focusing on social and adaptive skills training. The control group received standard care. Data were collected at three time points: pre-intervention, post-intervention, and five-month follow-up, using the Social Skills Rating System (SSRS) and the Adaptive Behavior Assessment System, Second Edition (ABAS-II). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27.

Findings: The intervention group showed significant improvements in social skills from pre-intervention (M = 45.67, SD = 3.45) to post-intervention (M = 50.35, SD = 3.12) and follow-up (M = 48.76, SD = 3.30). Similarly, adaptive skills improved from pre-intervention (M = 42.53, SD = 3.21) to post-intervention (M = 47.28, SD = 2.98) and follow-up (M = 45.89, SD = 3.09). Repeated measures ANOVA indicated significant main effects of time on social skills, F(2, 56) = 35.78, p < .001, and adaptive skills, F(2, 56) = 32.45, p < .001, as well as significant interaction effects between time and group for both social skills, F(2, 56) = 20.12, p < .001, and adaptive skills, F(2, 56) = 16.93, p < .001. Bonferroni post-hoc tests confirmed significant differences between pre-intervention and post-intervention, and pre-intervention and follow-up for the intervention group (p < .001).

Conclusion: These findings underscore the importance of incorporating structured, skill-building programs into school curricula to support children with ADHD.

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Author Biography

Tayebeh Baniasadi, College of Human Science& Education, School of Kinesiology, Baton Rouge, LA

College of Human Science& Education, School of Kinesiology, Baton Rouge, LA

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