Peer victimization in children with attention-deficit hyperactivity disorder

Humphrey, Jamie L.; Storch, Eric A.; Geffken, Gary R.

doi:10.1177/1367493507079571

Cited by 69 publications

(56 citation statements)

References 28 publications

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“…This pattern was particularly likely for girls with ADHD versus comparison girls. Humphrey et al (2007) found that children with ADHD and a comorbid diagnosis, especially a disruptive disorder, are at high risk of victimization.…”

Section: Victimizationmentioning

confidence: 97%

Friendship as Protection from Peer Victimization for Girls with and without ADHD

Cardoos

Hinshaw

2011

J Abnorm Child Psychol

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The goal of this study was to examine the ability of friendship to moderate the association between behavioral risk and peer victimization for girls with attention-deficit/hyperactivity disorder (ADHD; n = 140) and comparison girls (n = 88) in a 5-week naturalistic summer camp setting. Participants were an ethnically and socioeconomically diverse group of girls ages 6-12. Parents and teachers reported on pre-summer internalizing behavior, externalizing behavior, and social competence. Participants reported on friendships and peer victimization through a peer report measure at the summer camps; friendship was scored via mutual nominations. Pre-summer externalizing behavior, internalizing behavior, and low social competence predicted peer victimization at the summer camps. Friendship moderated the association between behavioral risk and victimization for the entire sample, such that the presence of at least one friend reduced the risk of victimization. Additional analyses suggested that girls with ADHD were no more or less protected by the presence of a friendship than were comparison girls. Finally, preliminary analyses suggested that girls having only friends with ADHD were not significantly less protected than girls with at least one comparison friend. Future directions and implications for intervention are discussed.

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Section: Victimizationmentioning

confidence: 97%

Friendship as Protection from Peer Victimization for Girls with and without ADHD

Cardoos

Hinshaw

2011

J Abnorm Child Psychol

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“…A large magnitude effect size was predicted based on established large magnitude relationships (effect sizes≥1.9) between working memory tasks and ADHD symptoms (Kofler et al 2010;Rapport et al 2009) and between ADHD symptoms and social problems (r=0.53 to 0.61; Andrade et al 2009;Humphrey et al 2007). Mediation analysis using the bias-corrected bootstrapping procedure requires 34 total participants to achieve 0.80 power (Fritz and MacKinnon 2007).…”

Section: Power Analysismentioning

confidence: 99%

“…1 path a*b). This hypothesis is based on previous findings indicating that working memory deficits are related functionally to inattentive and hyperactive behaviors (Kofler et al 2010;Rapport et al 2009), which in turn, are correlated highly with social problems (Andrade et al 2009;Humphrey et al 2007). The hypothesized indirect effect would thus indicate that one or more of the hallmark ADHD symptoms (inattention, impulsivity-hyperactivity) that occur because of working memory failure (e.g., interrupting others due to an inability to store intended speech temporarily while interacting with others) contribute significantly to the social problems experienced by children with ADHD.…”

mentioning

confidence: 96%

“…Empirical support for the relationship between core behavioral symptoms and social problems is derived from studies demonstrating significant correlations between social problems and ratings of inattention (r=0.61; Humphrey et al 2007) and hyperactivity (r=0.53 to 0.61; Andrade et al 2009). In addition, observational studies reveal that children with ADHD demonstrate less frequent visual orientation to others, take longer to respond, and provide more non sequitur responses during conversation relative to typically developing children (Stroes et al 2003).…”

mentioning

confidence: 98%

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Working Memory Deficits and Social Problems in Children with ADHD

Kofler

Rapport

Bolden

et al. 2011

J Abnorm Child Psychol

174

111

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Social problems are a prevalent feature of ADHD and reflect a major source of functional impairment for these children. The current study examined the impact of working memory deficits on parent- and teacher-reported social problems in a sample of children with ADHD and typically developing boys (N=39). Bootstrapped, bias-corrected mediation analyses revealed that the impact of working memory deficits on social problems is primarily indirect. That is, impaired social interactions in children with ADHD reflect, to a significant extent, the behavioral outcome of being unable to maintain a focus of attention on information within working memory while simultaneously dividing attention among multiple, on-going events and social cues occurring within the environment. Central executive deficits impacted social problems through both inattentive and impulsive-hyperactive symptoms, whereas the subsidiary phonological and visuospatial storage/rehearsal systems demonstrated a more limited yet distinct relationship with children's social problems.

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“…Indeed, research suggests that youth with learning and developmental disabilities are at risk of peer victimization (Baumeister, Storch, & Geffken, 2008;Humphrey, Storch, & Geffken, 2007;Marini, Fairbairn, & Zuber, 2001;Sanchez, & Cerezo, 201 O;Saylor & Leach, 2009;. However, it is evident that rates of victimization vary by disability type and context (see review by Rose, Monda-Amaya, & Espelage, 2011 ).…”

mentioning

confidence: 99%

Bullying and Students with Disabilities: The Untold Narrative

Rose¹,

Swearer²,

Espelage³

2012

focusXchild

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The documentary Bully was released nationwide in theaters in March 2012. Originally titled The Bully Project, the filmmakers followed five families whose lives had been turned upside down by bullying. Two of the families in the movie lost their sons, Tyler and Ty, to suicide, and three of the youth in the movie,Alex, Kelby, and Ja'Meya, were bullied in school and on the school bus. The movie shows the devastating consequences of bullying and the depressingly poor response on the part of adults. What the movie does not address is the mental health history of one of the boys, who commits suicide, as well as the developmental disabilities affecting another boy in the movie, who was born prematurely (Bazelon, 2012). Understandably, this is a difficult narrative. The filmmakers did not want to delve into the complexity of mental health issues and bullying for fear of creating a story line that those who are bullied are obvious victims. However, by not addressing the issues of ADHD, bipolar disorder, Asperger syndrome, and developmental disabilities, an important narrative was missed. Bullying is a complex phenomenon, and both mental health and physical health difficulties play into involvement in bullying. While there is no narrative that those who are bullied somehow deserve such egregious treatment, we shirk our professional responsibilities if we do not shed light on the compelling evidence that youth with disabilities are at great risk for involvement in bullying-both for bullying others and for being bullied (AbilityPath.org, 2011; Rose, Monda-Amaya, & Espelage, 2011). The purpose of this article is to review the research on bullying and students with disabilities and to propose an inclusive narrative: when differences are celebrated rather than used as fuel for maltreatment, a world will be created where bullying is not tolerated. This will be a better world for everyone.

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Peer victimization in children with attention-deficit hyperactivity disorder

Cited by 69 publications

References 28 publications

Friendship as Protection from Peer Victimization for Girls with and without ADHD

Friendship as Protection from Peer Victimization for Girls with and without ADHD

Working Memory Deficits and Social Problems in Children with ADHD

Bullying and Students with Disabilities: The Untold Narrative

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