School Context: Family Satisfaction and Social Competence of Children With Attention Deficit Hyperactivity Disorder “Adhd”*

García, Rosa Moreno; Jara, Pamela; Sánchez, Diego Santos

doi:10.1016/j.sbspro.2011.11.274

Cited by 5 publications

(7 citation statements)

References 14 publications

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“…Disturbances in functioning, academic achievement failure, and social interaction disabilities are considered to be the most common aspects of ADHD. Children with ADHD may experience social rejection and perform worse than their non-ADHD peers in educational and academic achievement (García, Jara, & Sánchez, 2011; Yousefia, Far, & Abdolahian, 2011). Motor skills disability, attention defect, aggression, and reduction in mental potential may also occur in people with ADHD (Barzegary & Zamini, 2011).…”

mentioning

confidence: 99%

The Prevalence of ADHD in Fayoum City (Egypt) Among School-Age Children: Depending on a DSM-5-Based Rating Scale

Aboul-ata

Amin²

2015

J Atten Disord

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mentioning

confidence: 99%

The Prevalence of ADHD in Fayoum City (Egypt) Among School-Age Children: Depending on a DSM-5-Based Rating Scale

Aboul-ata

Amin²

2015

J Atten Disord

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“…Although research involving Spanish participants is scarce, the available evidence that exists suggests that Spanish children with ADHD have social impairment. Spanish children with ADHD symptoms are reported by both parents and teachers as having poorer social functioning (e.g., poorer social skills, more unexpected and inappropriate behavior, less prosocial behavior) than typically developing peers (Fernandez-Jaen et al, 2011; García, Jara, & Sánchez, 2011). In addition, García, Presentación, Siegenthaler, and Miranda (2006) found that Spanish children with ADHD were reported by classmates to have frequent negative behaviors and personality characteristics (e.g., has a bad temper, arrogant, selfish).…”

Section: Social Skills Problems Among Children With Adhdmentioning

confidence: 99%

“…A similar tendency may occur among Spanish children with ADHD. As related in García et al (2011), Miranda, Presentación, and López (1994) presented Spanish children with hypothetical vignettes involving peer situations and asked how they would respond. Relative to typically developing peers, children with elevated hyperactivity generated poorer response strategies-suggesting the presence of similar deficits cross-culturally.…”

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confidence: 99%

Social Skills Deficits in a Virtual Environment Among Spanish Children With ADHD

et al. 2015

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Objective: Research assessing the social skills of children with ADHD has predominantly relied upon North American samples. In addition, most existing work has been conducted using methodology that fails to use a controlled peer stimulus; such methods may be more vulnerable to cultural influence. Method: We examined the social skills of 52 Spanish children (ages 8-12) with and without ADHD using a controlled Chat Room Task, which simulates a virtual social environment where peers’ responses are held constant, so that participants’ social skills may be assessed. Results: After statistical control of typing and reading comprehension skills, Spanish children with ADHD gave fewer prosocial comments and had greater difficulty remembering central details from the conversation between the peers, relative to comparison children. Conclusion: The virtual Chat Room Task may be useful to assess social skills deficits using a controlled paradigm, resulting in the identification of common social deficiencies cross-culturally.

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“…Tengsijaritkul and their colleagues [26] examined functional impairments in treated ADHD children and found that they have lower prosocial scores; moreover, their comorbid medical disorders were associated with higher problem scores. Furthermore, in a clinical study, peer problems and prosocial behaviour of methylphenidate treated children with ADHD and children without ADHD were compared [27]. The results indicated that children with ADHD show more problems with peers than children without ADHD and teachers appreciated them less as prosocial [27].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, in a clinical study, peer problems and prosocial behaviour of methylphenidate treated children with ADHD and children without ADHD were compared [27]. The results indicated that children with ADHD show more problems with peers than children without ADHD and teachers appreciated them less as prosocial [27]. Comorbidity-specifically externalizing comorbid disorders-contributes to increase social difficulties among children with ADHD [28].…”

Section: Introductionmentioning

confidence: 99%

The Association between Prosocial Behaviour and Peer Relationships with Comorbid Externalizing Disorders and Quality of Life in Treatment-Naïve Children and Adolescents with Attention Deficit Hyperactivity Disorder

et al. 2021

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Several recent studies confirmed that Attention Deficit Hyperactivity Disorder (ADHD) has a negative influence on peer relationship and quality of life in children. The aim of the current study is to investigate the association between prosocial behaviour, peer relationships and quality of life in treatment naïve ADHD samples. The samples included 79 children with ADHD (64 boys and 15 girls, mean age = 10.24 years, SD = 2.51) and 54 healthy control children (30 boys and 23 girls, mean age = 9.66 years, SD = 1.73). Measurements included: The “Mini International Neuropsychiatric Interview Kid; Strengths and Difficulties Questionnaire” and the “Inventar zur Erfassung der Lebensqualität bei Kindern und Jugendlichen”. The ADHD group showed significantly lower levels of prosocial behaviour and more problems with peer relationships than the control group. Prosocial behaviour has a weak positive correlation with the rating of the child’s quality of life by the parents, both in the ADHD group and in the control group. The rating of quality of life and peer relationship problems by the parents also showed a significant negative moderate association in both groups. The rating of quality of life by the child showed a significant negative weak relationship with peer relationships in the ADHD group, but no significant relationship was found in the control group. Children with ADHD and comorbid externalizing disorders showed more problems in peer relationships than ADHD without comorbid externalizing disorders. Based on these results, we conclude that therapy for ADHD focused on improvement of prosocial behaviour and peer relationships as well as comorbid externalizing disorders could have a favourable effect on the quality of life of these children.

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School Context: Family Satisfaction and Social Competence of Children With Attention Deficit Hyperactivity Disorder “Adhd”*

Cited by 5 publications

References 14 publications

The Prevalence of ADHD in Fayoum City (Egypt) Among School-Age Children: Depending on a DSM-5-Based Rating Scale

The Prevalence of ADHD in Fayoum City (Egypt) Among School-Age Children: Depending on a DSM-5-Based Rating Scale

Social Skills Deficits in a Virtual Environment Among Spanish Children With ADHD

The Association between Prosocial Behaviour and Peer Relationships with Comorbid Externalizing Disorders and Quality of Life in Treatment-Naïve Children and Adolescents with Attention Deficit Hyperactivity Disorder

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