Social skills training to increase self-concept in children with Attention-Deficit/Hyperactivity Disorder

The effect of social skills training on the self-concept of children with Attention-Deficit/Hyperactivity Disorder (ADHD) was studied. The experimental methodology of this study was a 2 X 2 repeated measures design with independent variables including the repeated measure (pretest and posttest) and the intervention (control and experimental). The dependent variable was scores on the Piers-Harris Children's Self-Concept Scale, Second Edition. Thirty-four students participated in the study. Random assignment was conducted with the experimental group receiving the social skills intervention and the control group receiving no intervention. A t-test indicated that the groups had no mean differences on the pretest scores. A Repeated Measures Analysis of Variance was conducted and found support for the hypothesis by showing that the social skills training had significant results on the posttest scores, thus increasing the self-concept in children with ADHD and low self-concept.