ABSTRACT

Attention-deficit/hyperactivity disorder (ADHD) is a complex brain-based disorder that includes both neurocognitive and behavioral difficulties such as inattention, hyperactivity, impulsivity, and challenges in planning, organization, self-evaluation, and mood stability (DuPaul & Stoner, 2014; Skirrow, McLoughlin, Kuntsi, & Asherson, 2009). ADHD-related symptoms manifest in impairments in children’s academic and behavioral functioning, as well as in their social interactions (such as play). Practitioners and scholars recognize that ADHD-related needs require a comprehensive treatment approach (multimodal intervention) that often includes both individual and group interventions for children, parents, and teachers, as well as, in some cases, medication intervention (Reddy, Newman, & Verdesco, 2015a, 2015b). As part of a comprehensive approach, groups can offer a highly engaging, positive, and skill intensive experience for this population. Groups allow children to interact naturally with peers and adults and learn appropriate behaviors and skills in the context in which they learn and play. Group interventions also offer children the opportunity to recognize the impact of their behavior on others, and to learn from positive peer interactions and peer and adult modeling (Reddy, 2010, 2012).