This study examined the potential benefits of peer-based dyadic interventions for improving the socioemotional functioning of children with ADHD. Participants included children ages 8–12 diagnosed with ADHD-combined type (n = 34) pooled from a larger randomized study comparing peer-based dyadic interventions. Self-concept and depressive symptoms were evaluated at pre- and post-treatment using single group design. Results showed significantly positive child responses to intervention for self-concept. Further, improvements in self-concept were not moderated by the type of dyadic intervention received or by treatment related changes in externalizing behaviors. The severity of reported depressive symptoms, however, did not significantly change. This suggests therapeutic interaction with peers, as demonstrated in peer-based dyadic intervention models, can improve self-concept in children with ADHD even when socioemotional concerns are not a primary target of treatment and independent of behavioral outcomes achieved. These preliminary findings support promoting prosocial peer behavior as a critical domain for ADHD intervention for children.

这项研究探讨了基于同伴的二元干预对于改善多动症儿童社会情绪功能的潜在益处。参与者包括被诊断为 ADHD 合并型的 8-12 岁儿童（n  = 34），这些儿童来自一项比较基于同伴的二元干预的大型随机研究。使用单组设计在治疗前和治疗后评估自我概念和抑郁症状。结果显示，儿童对自我概念干预的反应显着积极。此外，自我概念的改善不受所接受的二元干预类型或与治疗相关的外化行为变化的调节。然而，报告的抑郁症状的严重程度并没有显着变化。这表明，正如基于同伴的二元干预模型所证明的那样，即使社会情感问题不是治疗的主要目标并且与所实现的行为结果无关，与同伴的治疗互动也可以改善多动症儿童的自我概念。这些初步研究结果支持促进亲社会同伴行为作为儿童多动症干预的关键领域。