Objective: Peer social functioning difficulties characteristic of ADHD persist into adolescence, but the efficacy of interventions for this age group remains unclear. Method: A systematic search of nonpharmacological interventions for adolescents with ADHD (10–18 years) identified 11 trials addressing social functioning, of which eight were included in meta-analyses. Results: Random effects meta-analyses of four randomized trials found no differences in social functioning between treatment and control groups by parent- (g = −0.08 [−0.34, 0.19], k = 4, N = 354) or teacher-report (g = 0.17 [−0.06, 0.40], k = 3, N = 301). Meta-analyses of nonrandomized studies indicated participants’ social functioning improved from baseline to postintervention by parent-report, but not teacher- or self-report. All trials had a high risk of bias. Conclusion: These results highlight the paucity of research in this age group. There is little evidence that current interventions improve peer social functioning. Clearer conceptualizations of developmentally relevant targets for remediation may yield more efficacious social interventions.

目的： ADHD 特有的同伴社交功能障碍会持续到青春期，但对该年龄组的干预效果尚不清楚。方法：系统搜索针对 ADHD（10-18 岁）青少年的非药物干预措施，确定了 11 项针对社会功能的试验，其中 8 项被纳入荟萃分析。结果：四项随机试验的随机效应荟萃分析发现治疗组和对照组之间的社会功能在父母（g = -0.08 [-0.34, 0.19]，k = 4，N = 354）或教师报告（g = 0.17 [−0.06, 0.40], k = 3, N= 301）。非随机研究的荟萃分析表明，根据家长报告，参与者的社会功能从基线到干预后有所改善，但教师或自我报告没有。所有试验都有很高的偏倚风险。结论：这些结果凸显了这一年龄组研究的缺乏。几乎没有证据表明当前的干预措施可以改善同伴的社会功能。对与发展相关的补救目标进行更清晰的概念化可能会产生更有效的社会干预。