Peer problems in Attention Deficit Hyperactivity Disorder: Current status and future directions

McQuade, Julia D.; Hoza, Betsy

doi:10.1002/ddrr.35

Cited by 137 publications

(119 citation statements)

References 46 publications

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“…It is possible that children with ADHD already experience poorer social functioning due to factors aside from language ability including ADHD symptoms and associated comorbidities (eg, ASD). 1 Alternatively, language problems may exert a greater influence on social functioning as peer relationships become more complex with age. 28 We might see a different picture as children progress through elementary school.…”

Section: Discussionmentioning

confidence: 99%

“…1,2 Individuals with ADHD may also be at risk for language problems 3,4 ; however, the impact of language ability on academic and social functioning for children with ADHD is unknown. Given that language problems are associated with poorer social and academic function in the general population, 5,6 this study investigated the prevalence and impact of language problems in a communitybased sample of children with ADHD.…”

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confidence: 99%

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Language Problems in Children With ADHD: A Community-Based Study

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Children with attentiondeficit/hyperactivity disorder (ADHD) have poorer academic and social functioning and more language problems than typically developing peers. However, it is unknown how language problems impact the academic and social functioning of these children.WHAT THIS STUDY ADDS: Language problems are common in children with ADHD and are associated with markedly poorer academic functioning independent of ADHD symptom severity and comorbidities. There was little evidence that language problems were associated with poorer social functioning for children with ADHD.abstract OBJECTIVES: To examine the prevalence of language problems in children with attention-deficit/hyperactivity disorder (ADHD) versus non-ADHD controls, and the impact of language problems on the social and academic functioning of children with ADHD.METHODS: Children (6 to 8 years) with ADHD (n = 179) and controls (n = 212) were recruited through 43 Melbourne schools. ADHD was assessed by using the Conners 3 ADHD Index and the Diagnostic Interview Schedule for Children IV. Oral language was assessed by using the Clinical Evaluation of Language Fundamentals, fourth edition, screener. Academic functioning was measured via direct assessment (Wide Range Achievement Test 4) and teacher report (Social Skills Improvement System). Social functioning was measured via parent and teacher report (Strengths and Difficulties Questionnaire; Social Skills Improvement System). Logistic and linear regression models were adjusted for sociodemographic factors and child comorbidities. RESULTS:Children with ADHD had a higher prevalence of language problems than controls after adjustment for sociodemographic factors and comorbidities (odds ratio, 2.8; 95% confidence interval [CI], 1.5 to 5.1). Compared with children with ADHD alone, those with language problems had poorer word reading (mean difference [MD], 211.6; 95% CI, 216.4 to 26.9; effect size, 20.7), math computation (MD, 211.4; 95% CI, 215.0 to 27.7; effect size, 20.8), and academic competence (MD, 210.1; 95% CI, 214.0 to 26.1; effect size, 20.7). Language problems were not associated with poorer social functioning. CONCLUSIONS:Children with ADHD had a higher prevalence of language problems than controls, and language problems in children with ADHD contributed to markedly poorer academic functioning. Pediatrics 2014;133:793-800

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Language Problems in Children With ADHD: A Community-Based Study

et al. 2014

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“…Some of the problems may stem from the core symptoms of ADHD such as inattention and impulsivity. However, as the improvement in ADHD symptoms by medication Friendship Interactions of Children with ADHD 58 or multidomal treatment does not always lead to a parallel improvement in peer function (e.g., , it seems that there exist additional factors other than symptoms that may contribute to the social impairment of children with ADHD (McQuade & Hoza, 2008).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…More particularly, many studies now confirm that a subset of children with ADHD overestimate their abilities and performance in various domains, including the social arena (i.e., positive illusory bias; Diener & Milich, 1997;Hoza et al, 2000;Kaiser, Hoza, Pelham, Gnagy, & Greiner, 2008). Accordingly, McQuade and Hoza (2008) speculated that children with ADHD may not be able to adjust their insensitive and disruptive behaviour even after receiving Friendship Interactions of Children with ADHD 59 negative social feedback from their friends. It is currently unknown if positive illusory bias serves a self-protective function by buffering children with ADHD from negative feedback and failure or if they are simply unable to accurately self-monitor (see Owens et al, 2007).…”

Section: Limitations and Future Directionsmentioning

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 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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“…They are also more likely to generally misbehave, frequently interrupt, and/or intrude on others' conversations and activities (de Boo and Prins 2007). In addition, they are at risk for risk-taking, rule-violating, and noisy and disruptive behavior, which frequently results in negative responses from peers, teachers, and parents (McQuade and Hoza 2008;Solanto et al 2009). Clearly, such behaviors are debilitating, and *50% of adolescents with ADHD are estimated to be at risk from substance abuse, increased levels of anxiety and depression, and educational failure via either exclusion or dropping out (Tapert et al 2002;Tercyak et al 2002;Frick and Dickens 2006).…”

Section: Introductionmentioning

confidence: 99%

Biochemical and Psychological Effects of Omega-3/6 Supplements in Male Adolescents with Attention-Deficit/Hyperactivity Disorder: A Randomized, Placebo-Controlled, Clinical Trial

Matsudaira¹,

Gow

Kelly

et al. 2015

Journal of Child and Adolescent Psychopharmacology

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Background: An abnormality in long chain-polyunsaturated fatty acid (LC-PUFA) levels has been implicated in attention-deficit/ hyperactivity disorder (ADHD). Studies evaluating LC-PUFA supplementation for therapeutic efficacy in ADHD have shown mixed and, therefore, inconclusive results. Methods: Seventy-six male adolescents (age 12-16 years, mean = 13.7) with ADHD were assessed for the effects of 12 weeks omega-3 and omega-6 supplements on biochemical and psychological outcomes in a randomized, placebo-controlled, clinical trial. The primary outcome measure was change in the Conners' Teacher Rating Scales (CTRS) following 12 weeks of supplementation of LC-PUFA or placebo. At baseline, the placebo and treatment groups had comparable levels of LC-PUFA as measured by red blood cell phosphatidylcholine. In the treatment group, supplementation enhanced eicosapentaenoic acid (EPA), docosahexaenoic acid (DHA), and total omega-3 fatty acid levels. Results: No superiority of LC-PUFAs to placebo was observed on the primary outcome. Further, there were no reliable treatment effects on aggression, impulsivity, depression, and anxiety. Conclusions: Future studies should use larger sample sizes and longer supplementation period to detect small-modest effects for clinical recommendations in ADHD.

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Peer problems in Attention Deficit Hyperactivity Disorder: Current status and future directions

Cited by 137 publications

References 46 publications

Language Problems in Children With ADHD: A Community-Based Study

Language Problems in Children With ADHD: A Community-Based Study

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

Biochemical and Psychological Effects of Omega-3/6 Supplements in Male Adolescents with Attention-Deficit/Hyperactivity Disorder: A Randomized, Placebo-Controlled, Clinical Trial

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