Problematic Peer Functioning in Girls with ADHD: A Systematic Literature Review

Abstract

ObjectiveChildren with attention deficit hyperactivity disorder (ADHD) experience many peer interaction problems and are at risk of peer rejection and victimisation. Although many studies have investigated problematic peer functioning in children with ADHD, this research has predominantly focused on boys and studies investigating girls are scant. Those studies that did examine girls, often used a male comparison sample, disregarding the inherent gender differences between girls and boys. Previous studies have highlighted this limitation and recommended the need for comparisons between ADHD females and typical females, in order to elucidate the picture of female ADHD with regards to problematic peer functioning. The aim of this literature review was to gain insight into peer functioning difficulties in school-aged girls with ADHD.MethodsPsychINFO, PubMed, and Web of Knowledge were searched for relevant literature comparing school-aged girls with ADHD to typically developing girls (TDs) in relation to peer functioning. The peer relationship domains were grouped into ‘friendship’, ‘peer status’, ‘social skills/competence’, and ‘peer victimisation and bullying’. In total, thirteen studies were included in the review.ResultsAll of the thirteen studies included reported that girls with ADHD, compared to TD girls, demonstrated increased difficulties in the domains of friendship, peer interaction, social skills and functioning, peer victimization and externalising behaviour. Studies consistently showed small to medium effects for lower rates of friendship participation and stability in girls with ADHD relative to TD girls. Higher levels of peer rejection with small to large effect sizes were reported in all studies, which were predicted by girls’ conduct problems. Peer rejection in turn predicted poor social adjustment and a host of problem behaviours. Very high levels of peer victimisation were present in girls with ADHD with large effect sizes. Further, very high levels of social impairment and social skills deficits, with large effect sizes, were found across all studies. Levels of pro-social behaviour varied across studies, but were mostly lower in girls with ADHD, with small to large effect sizes. Overall, social disability was significantly higher among girls with ADHD than among TD girls.ConclusionCongruous evidence was found for peer functioning difficulties in the peer relationship domains of friendship, peer status, social skills/competence, and peer victimisation and bullying in girls with ADHD.

Neuropsychological assessment of adults with ADHD: A Delphi consensus study

“…One of the common features of ADHD are pronounced impairments in multiple aspects of cognition (Barkley, Murphy, & Fischer, 2007;Kooij et al, 2010). These cognitive impairments were shown to be associated with functional impairments in various domains, such as social functioning, academic achievement, occupational attainment, self-concept, as well as general well-being and quality of life (Agarwal, Goldenberg, Perry, & IsHak, 2012;Canu & Carlson, 2007;Diamantopoulou, Rydell, Thorell, & Bohlin, 2007;Fergusson, Lynskey, & Horwood, 1997;Kok, Groen, Fuermaier, & Tucha, 2016;Kooij et al, 2010).…”

Life satisfaction in children with attention deficit hyperactivity disorder: Looking beyond proxy reports

“…Satisfaction with one's friends was positively associated with satisfaction in the domain of self and with the children's total life satisfaction suggesting friendships are important to the positive development of self and life experience. Yet, as the literature reflects, friendships for children with ADHD are not without problems (Hoza, 2007;Kok, Groen, Fuermaier, & Tucha, 2016;Mrug et al, 2012;Murray-Close et al, 2010). Children in this study discussed peer conflict, including bullying, but these experiences did not always lessen satisfaction with friends.…”

“…Parent-reported ADHD symptoms of hyperactivity/impulsivity were negatively associated with (Hoza, 2007;Kok, Groen, Fuermaier, & Tucha, 2016;Mrug et al, 2012;Murray-Close et al, 2010). Parent-reported ADHD symptoms of hyperactivity/impulsivity were negatively associated with (Hoza, 2007;Kok, Groen, Fuermaier, & Tucha, 2016;Mrug et al, 2012;Murray-Close et al, 2010).…”

Medium-Range Narratives as a Complementary Tool to Principle-Based Prioritization in Sweden: Test Case “ADHD”

“…This would not deny the human dignity of the pupils with ADHD; it would not be their social status, their gender, or similar traits that motivated the down-prioritization. Nevertheless, there would probably be more boys who would be without a decent education as a consequence of the retrenchment, because “in girls, internalising symptoms and inattentiveness are the more prominent ADHD symptoms, while boys tend to present with externalising symptoms such as impulsiveness and hyperactivity” (Kok et al 2016 ). If the changed conditions led to a generally lower level of education for children with ADHD, their long-term social status could very well be affected as a side effect, even if not as a goal, of the changed school system.…”