Peer-Based Differences Among Boys With ADHD

Abstract

Examined the peer interactions and peer acceptance of three groups of boys ages 8 to 11 1/2 years: attention deficit hyperactivity disorder (ADHD), predominantly inattentive type; ADHD, combined type; and nonclinical controls (N = 45). Peer nominations were obtained from each boy's classroom. Newly acquainted peers consisting of boys from each of the 3 groups were observed for 3 play sessions, after which peer nominations were obtained. Both ADHD groups were more likely than nonclinical controls to receive lower social preference scores from peers in the classroom but not in the play groups. In both settings, boys from the predominantly inattentive group were more likely to be nominated as very shy, whereas boys from the combined type group were more likely to be nominated for starting fights and arguments. Observations of the play group showed that boys from the predominantly inattentive group displayed a marked pattern of social withdrawal. The findings suggest that the peer rejection experienced by these 2 groups may result from very different social behavior patterns.

A Comparison of Problem Behavior Profiles in Turkish Children with AD/HD and non-AD/HD Children

“…In fact, researchers have demonstrated that at least one-half of all children with AD/HD are known to have comorbid problems with aggressive conduct (Hinshaw, 1987;Hodgens et al, 2000;Maedgen & Carlson, 2000). Moreover, highly aggressive AD/HD children display severe impairments in the social area, and are strongly rejected by their peers (Gaub & Carlson, 1997;Hinshaw & Melnick, 1995;Hodgens, Cole, & Boldizar, 2000;Landau & Moore, 1991). Studies have shown that children who are prone to intense emotion, especially negative emotion, and are low in regulation are more likely to engage in externalizing behavior associated with negative emotion (Dodge, Lochman, Harnish, Bates, & Pettit, 1997).…”

“…In general, deficits in aggression and rule breaking behavior may signify one of the primary areas of impairment in AD/HD which eventually result in various problems in peer relationships (Barkley, 2006;Gaub & Carlson, 1997;Hinshaw & Melnick, 1995;Hodgens, Cole, & Boldizar, 2000;Landau & Moore, 1991). Even though a link has been demonstrated between externalizing behavior problems and the presence of social problems in general in western cultures, less work has been done addressing the externalizing behavior problems of children with AD/HD living in non western cultures.…”

“…It appears that developmentally inappropriate levels of inattention, hyperactivity and impulsivity when combined with aggression and higher levels of emotional intensity, may overwhelm a child's capacity to self-regulate and interfere with the age appropriate emotional and behavioral control. Indeed, research has documented that children with AD/HD often display more disruptive, intrusive, noisy, and disorganized behaviors (Hinshaw & Melnick, 1995;Hodgens, Cole, & Boldizar, 2000;Maedgen & Carlson, 2000;Mikami & Hinshaw, 2003;Stroes, Alberts, & Van der Meere, 2003). Research to date therefore seems to suggest that much of the disturbance in the social interactions appears to stem from the effects of a child's impulsive, domineering, intense, and emotional behaviors.…”

Inclusion and Friendship of Children with Disabilities

“…Premda socijalni problemi nisu dio dijagnostičkih kriterija za ADHD, poteškoće u odnosima s vršnjacima s kojima se suoča-vaju djeca i mladi s ovim poremećajem rezultiraju učestalim odbijanjem vršnjaka (Hodgens, Cole i Boldizar, 2000;Hoza i sur., 2005;Hoza, 2007). Djeca s ADHD-om pokazuju deficite u socijalnom ponašanju na najmanje tri područja funkcioniranja: agresivno ponašanje, komunikacija i procesiranje socijalnih informacija (Dumas, 1998).…”

Responses to Interpersonal and Physically Provoking Situations: The utility and application of an observation schedule for school‐aged students with and without attention deficit/hyperactivity disorder

“…In contrast, a lack of emotional regulation skills and over-stimulation frequently result in aggressive, withdrawal, and/or disruptive behaviours (Eisenberg et al, 1994). Furthermore, the social transactions of students with AD/HD are typically characterised by high degrees of conflict (Hodgens, Cole, & Boldizar, 2000), more negative behaviour (Klein & Young, 1979;Pelham & Bender, 1982), fewer friendships (Hinshaw, Henker, & Whalen, 1984), and less popularity among peers (Hinshaw & Melnick, 1995;Hodgens et al, 2000;Maedgen & Carlson, 2000;Pelham & Bender, 1982). In addition, students with AD/HD generally exhibit a higher degree of physical and verbal aggression during their interactions with peers than do students without AD/HD (Hinshaw & Melnick, 1995;Pelham & Bender, 1982).…”