Peer relationships in ADDH and normal children: A developmental analysis of peer and teacher ratings

Abstract

Peer and teacher perceptions of younger and older ADDH and normal children were compared. Peer nominations on the Pupil Evaluation Inventory revealed that ADDH children received more nominations on the Aggression factor and fewer on the Likability factor. ADDH boys received more nominations on the Withdrawal factor. Generally, older children received fewer nominations, but age did not interact with diagnosis; that is, younger and older ADDH children were perceived by peers as equally deviant. Discriminant analyses showed that peer ratings were useful in discriminating between ADDH and normal boys, but not between ADDH and normal girls. Teacher ratings of peer behavior suggested that older ADDH girls were perceived as less disturbed than younger girls. However, teacher ratings of boys revealed no age by diagnosis interactions. Low to moderate correlations were found between peer and teacher ratings of ADDH boys, and the pattern of relationship varied with age.

Children with Attention-Defecit/Hyperactivity Disorder: Peer Relationships and Peer-Oriented Interventions

“…In a study by Pelham and Bender (1982), 82 percent of their sample of forty-nine ADHD children received negative nominations 1 standard deviation above their class mean, and 60 percent of them scored 2 standard deviations above the mean. Across the elementary school years, peer rejection is relatively stable for schoolchildren in general (Coie and Dodge, 1983) and for the population of ADHD children in particular (Hinshaw and Melnick, 1995;Johnston, Pelham, and Murphy, 1985). However, girls with ADHD appear to be less rejected by peers compared with ADHD boys (De Haas, 1986), especially if they are age eight or above ( Johnston, Pelham, and Murphy, 1985).…”

“…Peers describe ADHD children, compared with their non-ADHD classmates, as being more noisy, as causing trouble, as getting mad when they do not get their way, as being rude to teachers, as being mean and cruel to other children, as being bossy, as bothering others, and as making fun of people (Pelham and Bender, 1982). Although still rated much worse than nondeviant girls, hyperactive girls are viewed by their peers as showing less annoying and disturbing behaviors than hyperactive boys; however, it is interesting to note that teachers rate ADHD boys and girls as equally deviant ( Johnston, Pelham, and Murphy, 1985). As a result of their noncompliant, disruptive, and aggressive behavior, ADHD children are overwhelmingly rejected by their peers as early as the end of the first day of contact (Erhardt and Hinshaw, 1994) or even after one play session (Pelham and Bender, 1982).…”

Children with attention-deficit/hyperactivity disorder: A review of the literature on social skills deficits

“…Pelham and Bender (1982) reported that over 50% of children with AD/HD have problems in interactions with peers. Studies reveal that peers view children with AD/HD as significantly more aggressive, disruptive, domineering, intrusive, noisy, and socially rejected than controls (Johnston, Pelham, & Murphy, 1985;Pope, Bierman, & Mumma, 1989). Thus, children with AD/HD appear to be a choice population for a study of problematic peer interactions.…”

Animal-Assisted Interventions for Children with Attention Deficit/Hyperactivity Disorder

“…These social impairments seem to originate from the children's low frustration tolerance, their impatience, and their impulsive, disruptive, and more aggressive behavior (Fischer, 1990;Mash & Johnston, 1990;Hoza et al, 2005). In fact, typically developing children often experience hyperactive children and adolescents to be intrusive, uncooperative and noisy, which frequently results in social rejection by others (Johnston, Pelham, & Murphy, 1985;Pope, Bierman, & Mumma, 1989;Bagwell, Molina, Pelham, & Hoza, 2001). For example, in a study by Hoza et al (2005) it was shown that 86 out of 165 children with ADHD (52%) were rejected when rated by their peers.…”