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Gresham, Frank M.; MacMillan, Donald L.; Bocian, Kathleen M.; Ward, Sharon; Forness, Steven R.

doi:10.1023/a:1021908024028

Cited by 137 publications

(31 citation statements)

References 25 publications

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“…However, should the respondents not understand friendship as an intimate and mutually satisfying dyadic relationship, the responses may indicate little more than the liking of an individual. The results of such studies invariably indicate that children and adolescents with ADHD have fewer mutual Friendship Interactions of Children with ADHD 16 friendships than non-diagnosed children (Blachman & Hinshaw, 2002;Erhardt & Hinshaw, 1994;Gresham, MacMillan, Bocian, Ward, & Forness, 1998;. Parent reports collected by Dumas and Guevremont (1997) indicate that 40% of adolescents with ADHD have difficulty making friends and 53% have difficulty keeping friends.…”

Section: Previous Studies On the Friendships Of Children With Adhdmentioning

confidence: 99%

“…Parent reports collected by Dumas and Guevremont (1997) indicate that 40% of adolescents with ADHD have difficulty making friends and 53% have difficulty keeping friends. Gresham and colleagues (1998) found that 70% of elementary school children with comorbid ADHD and conduct problems had no reciprocated friends in their school classes (Gresham et al, 1998). A recent investigation exploring the peer relationships of 7-to 9-year-old children with ADHD from the Multimodal Treatment Study of Children with ADHD (MTA) found that 56% of children with ADHD (vs. 32% of comparison children) had no dyadic friends .…”

Section: Previous Studies On the Friendships Of Children With Adhdmentioning

confidence: 99%

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How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

Normand

Schneider

Lee

et al. 2010

J Abnorm Child Psychol

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This multi-method study provides detailed information about the friendships of 87 children with ADHD (77.0% boys) and 46 comparison children (73.9% boys) between the ages of 7 and 13.The methods used in the study included parent and teacher ratings, self-report measures, and direct observation of friends' dyadic behaviours in three structured analogue tasks. Results indicated that, in contrast with comparison children, children with ADHD had friends with high levels of ADHD and oppositional symptoms; they perceived fewer positive features and more negative features, and were less satisfied in their friendships. Observational data indicated that children with ADHD performed both more legal and more illegal manoeuvres than comparison children in a fast-paced competitive game. While negotiating with their friends, children with ADHD made more insensitive and self-centred proposals than comparison children. In dyads consisting of one child with ADHD and one typically developing child, children with ADHD were often more controlling than their non-diagnosed friends. Globally, these results were robust and did not seem to be affected by age differences, ADHD subtypes, comorbidities, and medication status. Given the increased recognition of ADHD in adolescence and adulthood as well as the fact that negative peer reputation in childhood very strongly predicts mental-health status by early adulthood, this research may lead to the discovery of meaningful ways to help people with ADHD achieve improved mental health and happiness over their lifespan.Friendship Interactions of Children with ADHD 1

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Section: Previous Studies On the Friendships Of Children With Adhdmentioning

confidence: 99%

Section: Previous Studies On the Friendships Of Children With Adhdmentioning

confidence: 99%

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

Normand

Schneider

Lee

et al. 2010

J Abnorm Child Psychol

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“…This evidence thus supports the need to implement early and effective treatment strategies to prevent more severe disruptive behaviors later in life (Bums & Walsh, 2002;Gresham, MacMillan, Bocian, Ward, & Forness, 1998;Waschbusch, 2002). …”

Section: Externalizing Behaviorssupporting

confidence: 55%

“…This presence of comorbid externalizing behaviors is indicative of more severe AD/HD presentations and overall dysfunction, and is often predictive of negative longterm outcomes (August, et al, 1996;Bums & Walsh, 2002;Gresham, et al, 1998;Kuhne, et al, 1997;Newcom, et al, 2001). This evidence thus supports the need to implement early and effective treatment strategies to prevent more severe disruptive behaviors later in life (Bums & Walsh, 2002;Gresham, MacMillan, Bocian, Ward, & Forness, 1998;Waschbusch, 2002).…”

Section: Externalizing Behaviorsmentioning

confidence: 99%

Comorbidity of Attention Deficit Hyperactivity Disorder and gender with internalizing and externalizing symptoms.

Peterson¹

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This study examined the association between internalizing and externalizing symptoms, gender, and the diagnosis of Attention-Deficit/Hyperactivity Disorder.Participants included 104 males and 74 females, aged 6 to 16 from a diagnostic clinic.Parents and teachers completed the Attention Deficit Disorders Evaluation Scale, Second Edition (ADDES-2) to determine whether they met the criteria for AttentionDeficit/Hyperactivity Disorder and the Behavior Assessment System for Children (BAS C) in order to measure internalizing and externalizing symptoms. Regression analyses indicated partial support for association between inattentionand internalizing symptoms, with higher ratings of inattention found for both anxiety and depression as rated by parents and higher ratings of inattention for depression as rated by school. Although not predicted, a positive association was also found between home and school rated hyperactivity and depression. As hypothesized, higher ratings of IV hyperactivity in the home environment were predictive of all three externalizing behaviors as rated by parents, including measures of aggression, hyperactivity, and conduct problems, but only teacher ratings of hyperactivity. In addition, hyperactivity in the school environment was predictive of all teacher ratings of aggression, hyperactivity, and conduct problems and only aggression as rated by parents. All parent and teacher ratings of externalizing behaviors showed significantly higher scores for males. On measures of internalizing symptoms, no significant relationships were found with gender and parent and teacher ratings of inattention and hyperactivity, other than in the area of teacher ratings of somatization. These results have important implications in terms of identification, treatment, and long-term outcomes of affected individuals.v ACKNOWLEDGEMENTS

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“…Gresham, Mink, Ward, MacMillan, & Swanson (1994) studied 137 students in grades 2 to 4 who were stratified by ethnicity from five school districts. Using school records to determine at-risk status for achievement and behavioural difficulties, the investigation showed that primary school records reliably discriminate at-risk from not at-risk students.…”

Section: Early Interventionmentioning

confidence: 99%

Supports and barriers that impact on high risk grade 12 students

Ostoforoff¹

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Two gender-based focus groups were conducted to delve into the perceived supports and barriers that impact on at-risk grade 12 students. The findings suggest that grade 12 female students experience different barriers to graduation than do the male students. The female group members list the following barriers to graduation: stress, low self-esteem, family and relationship issues, and fear of graduation. The male group members list death of significant other, low skill level, the "party" lifestyle, and poor attitude toward school as barriers to graduation. The issues that support their successful graduation are more mutual. Both groups list self-respect, parental support, and friends as an inducement to graduation. Included is a literature review of the at-risk student, an overview of focus group methodology, an extensive reference list, and added appendices. The project concludes with the recommendation to apply this knowledge to a group format intervention to assist and support these students in their graduation year. RATIONALEA sub-group among the at-risk population in the high school setting can be described as chronically at-risk students. These students struggle academically throughout their high school years, often investing 6 -7 years rather than the allotted 5years to obtain the Dogwood diploma.The population that is of concern here is grade 12 students who have been chronically at-risk of dropping out of school but still remain in the system. In their last year, or even in the last semester of their last year, their graduation status remains uncertain.These students appear to have characteristics and behaviours in common. All have exhibited a perseverance to stay in school, all have endured a consistent lack of academic success, and all have jeopardized their graduation in the final months.This project proposes two research questions, introduces available research that pertains to, or relates in some way to the at-risk student, offers an overview of focus group methodology, details a project that interviews two focus groups on the topic of interest, and presents the findings as well as their applications. RESEARCH QUESTIONSWhat issues explain or contribute to an understanding of the grade 12 at-risk all behaviour is purposeful action, perhaps the goal of these students is to delay graduation for reasons that make sense to them . The research questions are:• What qualities/attitudes or support systems underlie the perseverance exhibited by at-risk grade 12 students? 2• What are the perceived barriers or issues that hinder the academic success of at-risk grade 12 students in their graduation year? LITERATURE REVIEWMuch has been written about the at-risk student from varying perspectives.Little has been recorded specifically about the grade 12 student. This section will present an overview of the literature that examines the at-risk student from the points of view of different authors, most of whom discuss the issue in terms of consequences, characteristics of dropouts for identification purposes...

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Untitled

Cited by 137 publications

References 25 publications

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

Comorbidity of Attention Deficit Hyperactivity Disorder and gender with internalizing and externalizing symptoms.

Supports and barriers that impact on high risk grade 12 students

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