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Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) experience significant problems with various aspects of everyday life, including relationships with family members, school performance, leisure activities, and peer relationships. Indeed, research studies from the last 35 years show that children with ADHD are four times more likely to be rejected by their peers than typical children (Campbell & Paulauskas, 1979; Hoza, Mrug, et al., 2005), even after only a few minutes or hours of interaction (Erhardt & Hinshaw, 1994). According to the Multimodal Treatment Study of ADHD (MTA study) conducted with 579 children with ADHD, ages 7 to 9 years, in six American and Canadian sites, 52% of youth with ADHD are rejected by their peers, compared to 14% of typical children. Once established, and from the age of 7 onwards, peer rejection tends to remain very stable regardless of age or gender (Hoza, Mrug, et al., 2005). In addition, apparently at least half of children with ADHD do not have reciprocal friends (Hoza, Mrug, et al., 2005). These problems cause additional difficulties to children above and beyond the well-known consequences of ADHD. For example, children with ADHD and relational problems with their peers are more likely to experience conduct problems, depression, substance abuse, eating disorders, and dropping out of school during adolescence than children with ADHD without peer relationship problems (Mikami & Hinshaw, 2006). Unfortunately, these peer relationship problems remain stable over time and resist treatments currently available, whether it be social skills training, medication, or multimodal …