Habiletés et difficultés sociales des enfants ayant un TDAH : état des connaissances et perspectives d’intervention

Abstract

BackgroundSocial skills deficit is a central issue in adaptive functioning of children with attention deficit hyperactivity disorder (ADHD). MethodThis article is a narrative summary based on a review of the international literature, French and English, regarding social skills of children with ADHD. The definition of ADHD is derived from DSM-5 terminology. ResultsThis article provides current state of knowledge of social problems in children with a ADHD and their impact on social status and friendship as well as moderating and mediator factors affecting the developmental trajectory of these difficulties. The efficiency of the social skills training programs are discussed in regard to their modalities and targets. ConclusionAlthough some limitations exist in current researches, social skills of children with ADHD could be improved under some conditions. It is notably preferable to offer social skills training programs that take into account the particular nature of their perceived difficulties. Refresher training courses should be developed in accordance with these children's learning needs. In order to optimise children's acquisition of taught social skills, activities should be carried out in their natural environment and in various contexts. Finally, caregivers are perceived as the main agents of change in these children's behaviour modification and social context transformation.