Positive Illusory Bias and Response to Behavioral Treatment Among Children with Attention-Deficit/Hyperactivity Disorder

Mikami, Amori Yee; Calhoun, Casey D.; Abikoff, Howard

doi:10.1080/15374411003691735

Cited by 58 publications

(68 citation statements)

References 43 publications

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“…Thus, the PIB may be an obstacle to instigating independent selfimprovement in areas that are needed most, and indeed, there is evidence that the PIB is associated with poor treatment outcome (Mikami et al 2010). This may be especially true for children with ADHD plus ODD, as their negative and hostile attitude towards others may be worsened or maintained by an overly positive self-view.…”

Section: Discussionmentioning

confidence: 97%

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Positive Illusions of Social Competence in Girls with and Without ADHD

Ohan

Johnston

2011

J Abnorm Child Psychol

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We compared social self-competence ratings in 9-12 year old girls with (n = 42) versus without (n = 40) ADHD, relative to ratings of the girls' social competence made by mothers, teachers, and blind raters during a social laboratory task. Relative to scores from mothers, teachers, and the lab-task, girls with ADHD over-estimated their competence significantly more than control girls. Over-estimates were greater for girls with ADHD who also had heightened oppositional-defiant symptoms, or lower depressive symptoms. Over-estimates were positively related to a socially desirable reporting bias for girls with ADHD, but not for control girls, suggesting that girls with ADHD attempt to present themselves in an unduly positive, self-protective light. For girls with ADHD, over-estimates also were positively related to maladjustment and negatively related to adjustment. However, for girls without ADHD, over-estimates were positively related to adjustment. Overall, over-estimates of competence function differently in girls with and without ADHD.

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Section: Discussionmentioning

confidence: 97%

“…Such research in ADHD samples is especially pressing given that acknowledging one's challenges may predict psychosocial treatment success. For example, Mikami et al (2010) recently reported that the PIB was negatively associated with psychosocial treatment outcome for children with ADHD.…”

mentioning

confidence: 97%

Positive Illusions of Social Competence in Girls with and Without ADHD

Ohan

Johnston

2011

J Abnorm Child Psychol

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“…Moreover, a recent study with 172 children with ADHD found that poorer teacher-reported social self-control was associated with children's greater externalizing behavior, which was then linked to receiving fewer "like most" nominations from peers [38]. Other research suggests that social cognitive deficits such as poor perspective taking skills, reduced empathy, theory of mind problems, overestimation of one's own social competence, social information processing biases, and sensation seeking goals may also contribute to the peer problems of children with ADHD [41][42][43][44][45]. These findings are essential to understanding how problem behaviors and social skills deficits in children with ADHD lead to peer rejection.…”

Section: Historical Conceptualizations Of Peer Problems In Adhdmentioning

confidence: 99%

The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD

Mikami

Normand

2015

Curr Dev Disord Rep

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Children with Attention Deficit/Hyperactivity Disorder (ADHD) often have poor peer relationships, as evidenced by difficulties in being accepted and befriended by peers, as well as poor quality and stability in any friendships they do have. This peer impairment is important for researchers and clinicians to consider because it can exacerbate behavior problems, emotional maladjustment, and academic failure over time in children with ADHD. In this review, we highlight the important ways in which children with ADHD demonstrate impairment in their peer relationships. We argue that the traditional conceptualization of peer problems, which focuses on inappropriate behaviors within children with ADHD to explain their social difficulties, fails to take into account peer group factors that also contribute to the peer impairment seen in ADHD populations. Further, the predominant focus on changing the behavior deficits of children with ADHD has limited the design of effective treatments that address the multifaceted reasons for peer impairment in this population. We conclude with a discussion of implications and future directions for clinical intervention and research.

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“…There is only one study that investigated the influence of treatment on the PIB of children with ADHD. The results showed that intensive cognitive behavioral interventions failed to alter this bias (Mikami et al, 2010). This raises the question of which are the interventions that could reduce the PIB.…”

Section: Discussionmentioning

confidence: 77%

“…The study of self-perception in ADHD children shows that self-concept and its bias must be taken into account in the treatment of this disorder. Both, for its impact on the child's functioning, and for its effect on the treatment itself, since there is evidence that over-positive self-perceptions are associated with poorer treatment outcomes (Mikami, Calhoun, & Abikoff, 2010).…”

Section: Discussionmentioning

confidence: 99%

Perceived parenting style and self-perception in children with attention deficit/hyperactivity disorder

Molina

2015

Int. j. psychol. res.

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Background: there is a growing interest in the study of the self-perceptions of children with Attention Deficit/Hyperactivity Disorder (ADHD) and the bias in their self-concept. Goal: to explore how ADHD children's perception of parenting style predicts their selfperception and the bias in self-concept. Method: Participants: children between 7 and 13 years old diagnosed with ADHD, children assisting to psychotherapy without an ADHD diagnose, and children not assisting to psychotherapy. It also participated one of their parents. Data analysis: It was used simple logistic regressions. Groups were studied separately. Results: maternal pathological control was the main predictor of ADHD children's positive self-perceptions and bias. In the comparison groups it predicts negative self-perceptions. Results are discussed in the light of self-protection hypothesis. RESUMENAntecedentes: existe un creciente interés en el estudio de las autopercepciones y el sesgo vinculado a ellas en los niños con Trastorno por Déficit de Atención con Hiperactividad (TDAH). Objetivo: explorar cómo los estilos parentales percibidos por los niños con TDAH predicen sus autopercepciones y su sesgo. Método: Participantes: niños de entre 7 y 13 años diagnosticados con TDAH, niños que asisten a psicoterapia pero no tienen un diagnóstico de TDAH y niños que no asisten a psicoterapia. También participó uno de los padres de estos niños. Análisis de datos: Se realizaron regresiones logísticas simples. Los grupos se estudiaron por separado. Resultados: el control patológico materno fue el principal predictor de las autopercepciones positivas y el sesgo positivo en niños con TDAH. En el grupo de comparación dicha forma de control predijo autopercepciones negativas. Los resultados se discuten en el marco de la hipótesis de autoprotección.

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Positive Illusory Bias and Response to Behavioral Treatment Among Children with Attention-Deficit/Hyperactivity Disorder

Cited by 58 publications

References 43 publications

Positive Illusions of Social Competence in Girls with and Without ADHD

Positive Illusions of Social Competence in Girls with and Without ADHD

The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD

Perceived parenting style and self-perception in children with attention deficit/hyperactivity disorder

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