Effectiveness of video vignette intervention on social skills among children with ADHD at the District Early Intervention Centre (DEIC), Government Rajaji Hospital, Madurai.

Abstract

Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common childhood-onset neurodevelopmental disorders, often leading to difficulties in academics, peer relationships, and social adjustment. Aim: The present study aimed to evaluate the effectiveness of video vignette intervention on social skills among children with ADHD at the District Early Intervention Centre (DEIC), Government Rajaji Hospital, Madurai. Materials and Methods: A pre-experimental one-group pre-test and post-test design was adopted. Sixty children aged 6–12 years with ADHD, selected through purposive sampling, participated in the study. Data were collected using socio-demographic and clinical proformas along with the Teacher Report – Modified SSRS-T Form. Results: The findings showed that in the pre-test, 53.3% of children had fewer social skills and 46.7% had average skills. Post-test assessment revealed a significant improvement, with 93.3% achieving average skills and only 6.7% remaining at the fewer level. The mean score improved from 25 ± 3.35 to 26.86 ± 2.95, with a mean difference of 1.86. The paired t test value was 13.377 (p = 0.000081), indicating a very highly significant improvement. Chi-square analysis revealed a significant association between post-test social skills and complications at birth (χ² = 14.28, p = 0.026). Conclusion: The study concluded that video vignette intervention was effective in improving social skills among children with ADHD and can be considered a practical strategy to enhance social competence, particularly for children with early birth complications.