Question · asked by 1 review
SOCIAL SKILLS vs no intervention: ADHD symptoms
What each review found
Include earlier review versions| Finding | Effect | Studies | GRADE certainty |
|---|---|---|---|
Social skills training vs no intervention Teacher‐rated ADHD symptoms Measured by: Disruptive Behavior Disorders Rating Scale; ADHD Rating Scales: Hyperactivity and Impulsivity Subscales (total scores); Conner Teacher Rating Scale: Hyperactivity Index; Strengths and Weaknesses of ADHD Sym... · children aged five to 18 years with ADHD Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years (2019) · Cochrane Headline outcomes only | no estimate extracted | 14 studies · 1379 participants | Very low |
Social skills training vs no intervention Parent‐rated ADHD symptoms Measured by: Conners Parent Rating Scale: Hyperkinesis Index; Disruptive Behavior Disorders Rating Scale; Strengths and Weaknesses of ADHD Symptoms and Normal Behaviors; Sluggish Cognitive Tempo; ADHD Symptom Checklist; ... · children aged five to 18 years with ADHD Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years (2019) · Cochrane Headline outcomes only | no estimate extracted | 11 studies · 1206 participants | Very low |
Findings are shown side by side, never pooled across reviews.
The reviews
| Review | Searched up to | Included studies | AMSTAR 2 |
|---|---|---|---|
| Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years 2019 · Cochrane Headline outcomes only | Not reported | list not extracted yet | Not assessed |
Studies behind the findings
None of these reviews ties its included studies to this outcome in the data here. Cochrane reviews and reviews with headline outcomes only do not list their studies yet.
How reviews are matched to this question
Reviews word the same question differently. Four decision models (TypeSafe's Jev, Liquid AI's d1-ultra, SubQ Snap and Baseten's Elephant) judged each wording of the population, intervention, comparator and outcome against the others; two wordings count as the same when at least three of them agree and none clearly disagrees, and findings count as this question only when all four elements match. Timing, setting and subgroup never split a question: they are shown on each finding.