Children with ADHD tend to exhibit interpersonal, adaptive, and cognitive difficulties. Previous research evaluating psychosocial interventions with this population has found inconsistent improvement in participants\u27 interpersonal functioning, arguably because these programs do not effectively improve cognitive processes (e.g., self-regulation) that are critically related to this group\u27s social difficulties. However, there is some evidence that the ICPS Program (Shure, 1992) is effective in improving psychosocial and executive functioning of children with ADHD. Five children with ADHD, aged 10 to 12, and their parents, participated in a five-week intervention. The case study method was used. One participant showed marked improvement in social and executive functioning, while another showed some evidence of improved social relationships. The third participant was indistinguishable from the two control group participants on measures of social and executive functioning. These findings support the inconsistency of improvements in social skills in participants with ADHD
