Page No.299-309
Parisha Jijina* & Uday K Sinha**
M.S. University, Gujarat* & IHBAS, New Delhi**
.
The aim of this research was to study the short-term effects of a time-bound, structured,
parent-assisted social skills training program for children with ADHD. The sample
consisted of ten children who were diagnosed as ADHD in the age group of 8-12 years.
A program of eight sessions based on Spence’s ‘Social Skill Training’ method was
applied along with multimedia tools such as social skills animated videos. Parents of
the children simultaneously participated in generalization training designed to support
their children’s transfer of skills. Pre and post-training assessments were performed
using the Spence’s Social Skills Questionnaire-Parents (SSQ-P) and Spence’s Social
Competence with Peers Questionnaire (SCPQ-P). It was hypothesized that there will be
a difference between the pre and post training scores, thereby indicating an improvement
in the social skills and social competence of children with ADHD following the applied
social skills training program. Narratives of the parents, too, were taken into consideration
to have a better understanding of the process of change experienced by them in their
child. Results showed that the post training scores were significantly higher suggesting
the positive short-term effect of the social skills training.
.
.