Social incompetence in children with ADHD: Possible moderators and mediators in social-skills training

Boo, Gerly M. de; Prins, Pier J. M.

doi:10.1016/j.cpr.2006.03.006

Cited by 259 publications

(193 citation statements)

References 126 publications

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“…These findings contradict those of previous studies [8,9], which identified children with NF1 and comorbid ADHD and/or learning problems as those most at risk for social problems. Additionally, ADHD is strongly associated with social incompetence in children without NF1 [53,54]. Our results are somewhat surprising and may represent a cohort effect in our relatively small sample.…”

Section: Discussioncontrasting

confidence: 47%

Social Competence in Children with Neurofibromatosis Type 1: Relationships with Psychopathology and Cognitive Ability

Lewis¹,

Porter

Williams³

et al. 2016

IPCDD

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Section: Discussioncontrasting

confidence: 47%

Social Competence in Children with Neurofibromatosis Type 1: Relationships with Psychopathology and Cognitive Ability

Lewis¹,

Porter

Williams³

et al. 2016

IPCDD

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“…Due to the symptoms and complexity of the condition, there are a number of important long-term difficulties associated with ADHD. These include low academic attainment [10,11], which can persist into adulthood [12], poor executive functioning [13], poor social relationships, strained parent/child/sibling relationships [14] and problems with social interactions with peers [15]. This results in poorer quality of life and self-esteem in children and YP with ADHD [16,17].…”

Section: Introductionmentioning

confidence: 99%

What is the level of evidence for the use of currently available technologies in facilitating the self-management of difficulties associated with ADHD in children and young people? A systematic review

Powell¹,

Parker²,

Harpin

2017

Eur Child Adolesc Psychiatry

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A number of technologies to help self-manage attention deficit hyperactivity disorder (ADHD) in children and young people (YP) have been developed. This review will assess the level of evidence for the use of such technologies. The review was undertaken in accordance with the general principles recommended in the Preferred Reporting Items for Systematic Reviews and Meta-Analysis. 7545 studies were screened. Fourteen studies of technology that aim to self-manage difficulties associated with ADHD in children and YP were included. Primary outcome measures were measures that assessed difficulties related to ADHD. Databases searched were MEDLINE, Web of Science (Core collection), CINAHL, the Cochrane Library, ProQuest ASSIA, PsycINFO and Scopus. The methodological quality of the studies was assessed. This review highlights the potential for the use of technology in paediatric ADHD management. However, it also demonstrates that current research lacks robustness; using small sample sizes, non-validated outcome measures and little psychoeducation component. Future research is required to investigate the value of technology in supporting children and YP with ADHD and a focus psychoeducation is needed.

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“…Inattention, hyperactivity, and impulsivity-the "classic" triad of symptoms of ADHD-are likely to interfere with the communication skills needed to establish and consolidate any social relationship, especially a friendship (de Boo & Prins, 2007;Hoza, 2007).…”

Section: Previous Studies On the Friendships Of Children With Adhdmentioning

confidence: 99%

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

Normand

Schneider

Lee

et al. 2010

J Abnorm Child Psychol

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This multi-method study provides detailed information about the friendships of 87 children with ADHD (77.0% boys) and 46 comparison children (73.9% boys) between the ages of 7 and 13.The methods used in the study included parent and teacher ratings, self-report measures, and direct observation of friends' dyadic behaviours in three structured analogue tasks. Results indicated that, in contrast with comparison children, children with ADHD had friends with high levels of ADHD and oppositional symptoms; they perceived fewer positive features and more negative features, and were less satisfied in their friendships. Observational data indicated that children with ADHD performed both more legal and more illegal manoeuvres than comparison children in a fast-paced competitive game. While negotiating with their friends, children with ADHD made more insensitive and self-centred proposals than comparison children. In dyads consisting of one child with ADHD and one typically developing child, children with ADHD were often more controlling than their non-diagnosed friends. Globally, these results were robust and did not seem to be affected by age differences, ADHD subtypes, comorbidities, and medication status. Given the increased recognition of ADHD in adolescence and adulthood as well as the fact that negative peer reputation in childhood very strongly predicts mental-health status by early adulthood, this research may lead to the discovery of meaningful ways to help people with ADHD achieve improved mental health and happiness over their lifespan.Friendship Interactions of Children with ADHD 1

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Social incompetence in children with ADHD: Possible moderators and mediators in social-skills training

Cited by 259 publications

References 126 publications

Social Competence in Children with Neurofibromatosis Type 1: Relationships with Psychopathology and Cognitive Ability

Social Competence in Children with Neurofibromatosis Type 1: Relationships with Psychopathology and Cognitive Ability

What is the level of evidence for the use of currently available technologies in facilitating the self-management of difficulties associated with ADHD in children and young people? A systematic review

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

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