تطوير المهارات الاجتماعية للأطفال ذوي فرط الحركة و تشتت الانتباه : مراجعة ممنهجة

الملخص EN

Children with Attention Deficit Hyperactivity Disorder (ADHD) seem to have insufficient social skills.

Several educational interventions and programs use to improve the social skills of these children.

The current systemic review examines studies related to interventions that contribute to developing social skills in children with ADHD.

The systematic review included 14 studies covering 375 children with ADHD through six electronic databases, using six terms in the search.

Studies were selected according to specific inclusion criteria.

The studies published between 2010-2020, using of the Arabic and the English language, the age of the participants in those studies ranged from four to twelve years, and the interventions aim to develop social skills, or among their objectives, these studies use research designs (quasi-experimental and single subject designs).

A limited number of studies have been included according to inclusion and exclusion criteria.

Additionally, this review did not include unpublished articles and studies.

The results of these studies indicated the usefulness of educational interventions and programs in increasing socially acceptable social skills and reducing unacceptable behaviors.

The quality of the studies in this review was assessed according to the criteria of the Council for Exceptional Children (CEC).

The studies were, to some extent, mixed quality.

This study provided recommendations for future research and practices to increase research on effective interventions and practices in several aspects, such as the academic, emotional, and social aspect.