Maher Institute Inc Iranian Journal of Neurodevelopmental Disorders 3115-848X 3 2024 06 29 The Effects of a School-based Intervention on the Social and Adaptive Skills among Children with ADHD The Effects of a School-based Intervention on the Social and Adaptive Skills among Children with ADHD 1 9 10.61838/kman.jndd.3.1.1 EN Journal Article 2024 03 07 <p><strong>Purpose: </strong>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).</p> <p><strong>Methods and Materials: </strong>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.</p> <p><strong>Findings: </strong>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 &lt; .001, and adaptive skills, F(2, 56) = 32.45, p &lt; .001, as well as significant interaction effects between time and group for both social skills, F(2, 56) = 20.12, p &lt; .001, and adaptive skills, F(2, 56) = 16.93, p &lt; .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 &lt; .001).</p> <p><strong>Conclusion: </strong>These findings underscore the importance of incorporating structured, skill-building programs into school curricula to support children with ADHD.</p> https://maherpub.com/index.php/jndd/article/download/45/49