Journal of Abnormal Child Psychology

, Volume 38, Issue 6, pp 737–749 | Cite as

Parental Influence on Children with Attention-Deficit/Hyperactivity Disorder: II. Results of a Pilot Intervention Training Parents as Friendship Coaches for Children

  • Amori Yee MikamiEmail author
  • Matthew D. Lerner
  • Marissa Swaim Griggs
  • Alison McGrath
  • Casey D. Calhoun


We report findings from a pilot intervention that trained parents to be “friendship coaches” for their children with Attention-Deficit/Hyperactivity Disorder (ADHD). Parents of 62 children with ADHD (ages 6–10; 68% male) were randomly assigned to receive the parental friendship coaching (PFC) intervention, or to be in a no-treatment control group. Families of 62 children without ADHD were included as normative comparisons. PFC was administered in eight, 90-minute sessions to parents; there was no child treatment component. Parents were taught to arrange a social context in which their children were optimally likely to develop good peer relationships. Receipt of PFC predicted improvements in children’s social skills and friendship quality on playdates as reported by parents, and peer acceptance and rejection as reported by teachers unaware of treatment status. PFC also predicted increases in observed parental facilitation and corrective feedback, and reductions in criticism during the child’s peer interaction, which mediated the improvements in children’s peer relationships. However, no effects for PFC were found on the number of playdates hosted or on teacher report of child social skills. Findings lend initial support to a treatment model that targets parental behaviors to address children’s peer problems.


ADHD Peer relationships Intervention 



This research was supported by NIMH grant 1R03MH12838 to Amori Mikami. We would like to thank the children, parents, and teachers who participated, and the schools and doctors who provided referrals for this study. We are grateful to the graduate students who served as therapists on this project: Jennifer Cruz, Jena Saporito Fisher, and Tara Grover. We also appreciate the consultation of Betsy Hoza and Linda Pfiffner on the therapeutic intervention.


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Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  • Amori Yee Mikami
    • 1
    • 4
    Email author
  • Matthew D. Lerner
    • 1
  • Marissa Swaim Griggs
    • 1
  • Alison McGrath
    • 2
  • Casey D. Calhoun
    • 3
  1. 1.University of VirginiaCharlottesvilleUSA
  2. 2.Massachusetts School of Professional PsychologyBostonUSA
  3. 3.University of South FloridaTampaUSA
  4. 4.CharlottesvilleUSA

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