Predictors of hyperactive-impulsive-inattention and conduct problems: A comparative follow-back investigation

Abstract

Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity-impulsivity-inattention and conduct problems (HIA ϩ CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA-only or CP-only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixthgrade students with HIA ϩ CP (n ϭ 61), HIA-only (n ϭ 29), and CP-only (n ϭ 14). Results showed that the HIA-only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA ϩ CP and CP-only groups. By Grade 6, the HIA-only and HIA ϩ CP groups showed lower academic competence than the CP-only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA ϩ CP and CP-only groups had poorer social skills than the HIA-only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self-concept. Early screening and identification methods using a multiple-gating model were recommended as a means of proactive approaches to intervention design and prevention.

Empathy and Social Perspective Taking in Children with Attention-Deficit/Hyperactivity Disorder

“…Although group differences were detected on other measures in this sample (IQ, oppositional and conduct problems and language; see Table 1), these variables were not covaried because they reflect attributes that are commonly associated with ADHD (Gresham et al 2005;Kovac et al 2001;Kuntsi et al 2004). Miller and Chapman (2001) argued that controlling for pre-existing group differences in a nonrandom research design violates the core assumption of analysis of covariance that covariates are statistically independent from the grouping variable.…”

“…Although the rate of comorbidity between ADHD and Oppositional Defiant Disorder (ODD) and Conduct Disorders (CD) is 30-40% (Gresham et al 2005), and aggressive tendencies are negatively related to empathy in children older than 6 years of age (Hastings et al 2000), the existing studies examining empathy in children with ADHD did not investigate the extent to which variability in CP may have been related to empathy (Braaten and Rosen 2000;Dyck et al 2001). Therefore, it is not known whether children with ADHD exhibit lower levels of empathy independent of CP.…”

Social Competence in Children

“…In addition, having fewer family resources also contributes to lower social functioning and adjustment. Gresham et al (2005) found that children with ADHD ϩ CD have unrealistically high views of their own social abilities and social competence compared to others with attentional problems or no difficulties. Renouf et al (1997) concluded that since a sole diagnosis of depression or CD appeared to influence later social competence less than a combined diagnosis, the comorbidity of these disorders appears to be more permanent and a possible psychological trait.…”

The effects of errorless compliance training on children in home and school settings

“…Addressing behavioral issues in the classroom detracts from instructional time for both the child and his or her peers (Di‐Martini‐Scully, Bray, & Kehle, ). Given the potential educational and social impact of child noncompliance, researchers point to early identification and intervention as an essential strategy (Gresham, Lane, & Beebe‐Frankenberger, ).…”