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ABSTRACTSocial deficits are highly impairing in children with attention-deficit/hyperactivity disorder (ADHD). Interventions incorporating cognitive-behavioral and emotion regulation techniques may prove more effective than traditional social skills training (SST). This study examined the effectiveness of a manualized resilience-based group intervention and aimed to identify the mediators of social functioning improvement for children with ADHD. One hundred and fifty-nine children (ages 7–13 years) with an ADHD diagnosis participated in the Resilience Builder Program® (RBP) in a private clinical setting. Findings indicated significant pretest-posttest improvement across informants and multiple domains of functioning (e.g., behavior problems, hyperactivity/inattention, internalizing problems, social skills, resilience). Mediation analyses did not render significant results. RBP demonstrated effectiveness in numerous behavioral, emotional, and social domains in children with ADHD. Continued investigation of the mediators of social functioning improvement is needed to better understand RBP effectiveness for this population.

ABSTRACTOne possible predictor of treatment outcome in cognitive-behavioral therapy (CBT) is executive functioning (EF; i.e., planning, initiating, and maintaining goal-directed behavior), but the role of EF in treatment outcome has not been studied in pediatric anxiety disorders. The current study examines the predictive role of pre-treatment EF and change in EF over treatment (EF change) in the Resilience Builder Program® (RBP), a manualized, 12-week CBT group intervention implemented in a private practice. The RBP targets social competence and resilience skills.The current study examines 73 children ages 7–13 years (mean age = 9.95 ± 1.53 years, 69.86% male, 79.45% White) diagnosed with an anxiety disorder who completed the RBP. The studied outcome variables included anxiety symptomatology, social competence, and resilience. Hierarchical linear modeling and hierarchical linear regressions were used to examine if pre-treatment EF and EF change predicted post-treatment symptomatology, controlling for pre-treatment functioning and ADHD diagnosis. Pre-treatment EF was not significantly related to any of the outcome variables. EF change was significantly related to improved anxiety and resilience, but not social competence. Adding EF change to the model significantly improved model fit when predicting resilience. Change in EF predicted parent-reported reductions in anxiety symptomatology and increases in resilience over and above pre-treatment EF levels. EF change was particularly important for predicting resilience outcomes. Results indicate that, for children with anxiety, pre-treatment EF is not an important predictor of outcome, but improvement in EF during treatment may improve treatment response as measured by anxiety symptomatology and resilience.