The Importance of Friendship for Youth with Attention-Deficit/Hyperactivity Disorder

Mikami, Amori Yee

doi:10.1007/s10567-010-0067-y

Cited by 160 publications

(108 citation statements)

References 134 publications

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“…Most published studies to date deal with the existence of friendships among youth with ADHD, but do not address friendship quality, real-life friendship interactions, or the characteristics of the friend (see Mikami, 2010 andNormand, Schneider, &Robaey, 2007, for recent reviews on the importance of friendships for youth with ADHD). Typically, peers are asked to indicate which of their associates they would consider friends.…”

Section: Previous Studies On the Friendships Of Children With Adhdmentioning

confidence: 99%

“…Although these approaches are very innovative, there are currently no existing evidence-based friendship interventions for children with ADHD (Mikami, 2010). It is also imperative that efforts be made to ensure that friendship-enhancing interventions be targeted in some way at helping children with ADHD make friends with models of adaptive social behaviour.…”

Section: Parental Friendship Coaching In a Parental Friendship Coachmentioning

confidence: 99%

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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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Section: Previous Studies On the Friendships Of Children With Adhdmentioning

confidence: 99%

Section: Parental Friendship Coaching In a Parental Friendship Coachmentioning

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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“…In addition to being rejected by peers, children with ADHD demonstrate impairment in their friendships [17]. Friendship is a voluntary bond co-created by two individuals who expect to share safe, intimate, and rewarding experiences with mutual commitment, support, and validation of each other.…”

Section: Introductionmentioning

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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“…Moreover, if there is only one computer available in a classroom, students often have to share this computer. It is reasonable to consider that students with ADHD might not have easy accessibility to the one computer that is shared by the whole class, as a result of a lack of self-esteem due to past experiences of being socially excluded by their classmates (33,34).…”

Section: Discussionmentioning

confidence: 99%

Computer use in educational activities by students with ADHD

Bolic

Lidström

Thelin

et al. 2013

Scandinavian Journal of Occupational Therapy

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Aim: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population. Methods: The design of the study was cross-sectional with group comparison. Students with ADHD (n=102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n=940) were used as a reference group. The result showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.

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The Importance of Friendship for Youth with Attention-Deficit/Hyperactivity Disorder

Cited by 160 publications

References 134 publications

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

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

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

Computer use in educational activities by students with ADHD

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