Sanaz Yaghmaei - Faculty of Psychology and Educational Sciences, Islamic Azad University, Yazd Branch, Yazd, Iran
Mokhtar Malekpour - Faculty of Psychology and Educational Sciences, Isfahan University, Isfahan, Iran
Amir Ghamarani - Faculty Member of the Department of Psychology and Children with Special Needs, Isfahan University, Isfahan, Iran

Background: Attention Deficit Hyperactivity Disorder (ADHD) damagesthe children’s communicative and social performance. Therefore, thepresent study was conducted to investigate the effectiveness of Barkley’sparental training on social skills of students with ADHD.Methods: This random trial was conducted on primary school students withADHD in Isfahan in academic year 2016 - 2017. As a result, 40 studentswith ADHD were selected from primary school students with ADHD viaclustered random sampling method and were randomly categorized intocase and control groups. The parents in the case group received fifteensixty-minute therapeutic interventions in two months. The appliedquestionnaires included ADHD questionnaire and social skillsquestionnaire. The data were analyzed using ANCOVA method.Results: The results showed that Barkley’s parental training had significanteffect on social skills of students with ADHD (P-value < 0.001) so that thistherapy could improve social skills in ADHD students .Conclusion: According to the findings, it can be concluded that Barkley’sparental training can be applied as an efficient treatment to improve socialskills of ADHD children by modifying parents’ interactional and parentalmodel.

ADHD, Barkley’s Training, Social Skills