The Social skills training by Antshel and Remer
The Social skills training by Abikoff
The Child skills training by Pfiffner
The Behavioral and social skills
The UCLA Children’s Social Skills Program
The ClassWide Peer Tutoring (CWPT)

The Social skills training by Antshel and Remer (Antshel & Remer,2010) has been tested with children ages 8-12 with ADHD. The training is composed of 8 meetings focused on the following six modules:
1. cooperation with peers
2. problem solving
3. recognizing and controlling anger
4. assertiveness
5. conversations
6. accepting consequences
Each training session is structured in the same way:

review of the child report about the use of a target social skill in the previous week
introduction of the new social skill to be learned (one per week)
modeling of the new social skill
role-playing to experiment the new skill. At the end of this phase children rate each other’s performance
15 minutes free period in which children are asked to use social positive skills with someone else

During the training, children earn points for attention, respecting rules or doing homework. These points can be used to access games or special activities during the last 15 minutes of the training.
The training also includes 3 meetings with parents:
1. at the beginning of the training, parents are informed about the training structure and methodologies, as well as the way to monitor their child behavior at home
2. during the fourth meeting, trainers assess progresses with parents
3. during the last meeting, trainers give parents a summary of the results.

The Social skills training by Abikoff (Abikoff et al., 2004) assigns children to groups of four. The program addresses five main functions:
1. Basic interaction skills
2. Getting along with others
3. Contact with adults at home and at school
4. Conversational skills
5. Problem situations
Trainers use modeling, role-playing and evaluation of the previous meetings video-recording in order to identify appropriate and inappropriate behaviors. Trainers apply the following strategies to facilitate generalization:

homework assignments
teaching parents to foster and praise targeted social behaviors
praising children during academic improvements for targeted social skills
including social behaviors on the daily school report card

Trainers use a rating system to evaluate the child both on general behavior and program skills every 20 minutes of each meeting. Ratings (+3 to −3) carried an equivalent number of points. At the end of each 60 minutes session, children have to be informed about the total of the points gathered. Starting from the seventh session, consequences were delivered at home.

The Child skills training by Pfiffner (Pfiffner & McBurnett, 1997; Pfiffner et al., 2007) is intended to improve skills for both the independence of the child and social skills. This training can be applied both to children with general ADHD and with ADHD-I.
The methods applied during the instruction are: didactic instruction, behavior rehearsal, in vivo practice in the context of a reward-based contingency management program, cognitive-behavioral strategies and role-playing.
The independence skills modules include:

homework/study skills
self-care skills
getting chores done independently
planning
time management
Six social skills modules are included in the training:
good sportsmanship: participating and staying with the game, following rules, sharing
accepting consequences: accept negative circumstances and deal with frustration
assertiveness: distinguish among passive, aggressive, and assertive form of communication
ignoring provocation
problem- solving skills
recognize and deal with feeling
making friendship and managing play dates (specific for ADHD-I)

Each training session is structured as follows:

Review of the positive skills applied at home by children during the previous week
Introduction of the skill of the week focusing on why, how, and when use it
Skill modeling
Children role-playing based on brief scripts followed by an evaluation of each other’s performance
30-min indoor game asking to apply the learned skills

Each week, children exchange earned stars from their home and school challenges for rewards.
At the same time of the children group, parents are involved in a group for them. The two groups are merged during the last 15 minutes of activities.
The child skills training lasts from 8 to 12 weeks.

The Behavioral and social skills (Tutty et al., 2003) is aimed at children with ADHD aged 5-12 years. The training program is intended to improve the management of both physical and psychosocial problems associated with ADHD.
The intervention is composed of 8, 50-minute group sessions. Children and parents are assigned to 2 different groups. Children groups are arranged by age.
Each training session is focused on a specific aim:

Session 1: Listening skills
Session 2: Expression of Feelings
Session 3: Anger management
Session 4: Anger management
Session 5: Self-control
Session 6: Conflict resolution
Session 7: Friendship skills
Session 8: Self-esteem

Every session is structured in the following way:

introduction to review program objectives, group rules, and session agenda (5-minute)
educational presentation of the session content, using written educational materials, role-playing, video presentations or other creative stimulus (25-minute)
discussion with group participants (15-minute)
review of take-home points (5-minute)

The UCLA Children’s Social Skills Program (Frankel & Myatt, 1997) consists of 12 x 1 hour per week sessions. It mainly focused on previously identified social skills deficits.
Each session is structured in following phases:
1. Report of the homework assigned to children (10 minutes)
2. Didactic presentation, behavioral rehearsal between children and coaching (15 minutes). For instance: conversational techniques; how to play detective to share information; how to make friends; how to play with other children; how to be a good host; how to face teasing, how to handle confrontation with adults.
3. Coached play (25 minutes): the children have to dispense token, verbal reinforcement, relevant comments to a playing dyad
4. Re-union with parental group and homework assignment (10 minutes). Homework is assigned as follows

telephone another class member and share information
bring a non-violent toy from home
join a group of playing children
held a playdate
make fun of teasing

The training includes parent sessions that are carried out at the same time of children training.

The ClassWide Peer Tutoring (CWPT) (Greenwood, 1997) is a peer tutoring instructional strategy aimed to improve student’s social competences and promote a good learning climate between peers.
CWPT can be summarized in the following steps:
1. The review, activation of prior knowledge, and introduction of new material to be learned
2. Preparation of weekly units/content materials to be tutored
3. New partners each week
4. Partner pairing strategies
5. Reciprocal roles in each session
6. Teams competing for the highest team point total
7. Contingent point earning
8. Tutors providing immediate error correction
9. Public posting of individual and team scores
10. Social reward for the winning team
A number of studies have applied CWPT in classrooms including students with ADHD. Evidence suggest that students participating in CWPT are actively and positively engaged with their peers while carrying out the CWPT program in an academic setting and in some cases increasing their on-task behavior (DuPaul & Henningson, 1993; DuPaul et al., 1998; Plumer& Stoner; 2005)