The Social Competence of Children with Attention Deficit Hyperactivity Disorder: A Review of the Literature

Nixon, Elizabeth

doi:10.1017/s1360641701002738

Cited by 83 publications

(63 citation statements)

References 31 publications

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“…Numerous studies have confirmed the behavior problems and social competence impairments of children with ADHD, stressing their high levels of aggression, defiant, disruptive and intrusive behavior, poor peer interactions and impaired interpretation of social situations (Henker & Whalen, 1989;Henker & Whalen, 1999;Nixon, 2001;Stormont, 2001).…”

Section: Adhd and Social Skillsmentioning

confidence: 99%

“…The main indicator of social competence within this body of research is the judgment of competence by others, specifically measures of peer acceptance (Nixon, 2001). Studies show that children with ADHD receive low ratings in peer-nomination and peer-ratings measures.…”

Section: Adhd and Social Skillsmentioning

confidence: 99%

“…According to Guevremont and Dumas (1994) as much as 50% of children with ADHD are rejected by their peers. Other studies portray these children to be less desirable to play and work with, and rejected after only a minimal exposure to peer interaction (Nixon, 2001;Stormont, 2001).…”

Section: Adhd and Social Skillsmentioning

confidence: 99%

“…The high frequency of the disorder has drawn much attention from researchers and clinicians in an attempt to understand the mechanisms that underlie it and its manifestations, and to find the best treatment for it. However, several aspects of the disorder are yet to be understood, for instance ADHD children's deficit in social skills (Nixon, 2001). Existent research sees in cognitive deficiencies the main cause of the social impairments that accompany ADHD (Barkley, 1997;Nixon, 2001); little is known, however, about other plausible domains such as deficiencies in emotional skills.…”

mentioning

confidence: 99%

“…However, several aspects of the disorder are yet to be understood, for instance ADHD children's deficit in social skills (Nixon, 2001). Existent research sees in cognitive deficiencies the main cause of the social impairments that accompany ADHD (Barkley, 1997;Nixon, 2001); little is known, however, about other plausible domains such as deficiencies in emotional skills. We propose that the study of ADHD children's emotional competence may constitute an important complement to the study of these children's social skills deficiencies.…”

mentioning

confidence: 99%

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The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

Kats-Gold

Besser

Priel

2007

J Abnorm Child Psychol

109

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Poor social skills and behavioral problems are a major component of ADHD. The different explanations offered so far, such as cognitive deficits and deficient self regulation, have not been able fully to account for the various aspects of the social dysfunction, suggesting that other mechanisms might underlay this impairment. Our study sought to assess the emotion recognition of Israeli boys at risk of ADHD, and to evaluate its associations with their social skills. A group of 111 boys (grades 4 and 5) were assigned to an At-risk (n=50) and a control (n=61) group based on their scores in an ADHD symptoms questionnaire. The two groups were matched on age, socio-economic status and class and school environment. Group comparisons revealed that compared to their non-At-risk counterparts, At-risk boys have impaired emotion recognition. Finally, multiple groups Structural Equation Modeling analyses (SEM) demonstrated that emotion misrecognition plays a significant role in the At-risk children's social functioning and behavioral problems compared to its role in the social competence and behavioral problems among the comparison group. Implications for the understanding and treatment of social skills problems among children at risk of ADHD are proposed.

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Section: Adhd and Social Skillsmentioning

confidence: 99%

Section: Adhd and Social Skillsmentioning

confidence: 99%

Section: Adhd and Social Skillsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

Kats-Gold

Besser

Priel

2007

J Abnorm Child Psychol

109

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Social skills moderate the time‐varying association between aggression and peer rejection among children with and without ADHD

Glenn

Michalska

Lee

2021

Aggressive Behavior

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Although childhood aggression is typically associated with peer rejection, some children concurrently employ coercive and socially skilled behavior and successfully avoid negative peer outcomes. However, research on children's dual use of coercive and social behavior has largely employed cross-sectional designs with nonclinical populations and, as a result, little is known about the covariation of aggression with social skills, particularly among high-risk samples. We directly addressed this limitation by testing childhood aggression and social skills as separate time-varying predictors of prospective change in peer rejection in a sample of children with and without attention-deficit/hyperactivity disorder (ADHD). Two hundred and two 5-10-year-old children (M = 7.9 years, SD = 1.2) with and without ADHD were followed prospectively for 6 years. Key constructs, including children's overt aggression, social skills, and peer rejection, were collected at each of the three waves using multiple methods and informants. Controlling for demographic factors and timevarying ADHD symptoms, longitudinal change in child-, parent-, and teacherreported aggression positively predicted prospective change in parent-and teacherreported peer rejection. Importantly, predictions were moderated by parent-and teacher-reported social skills, such that aggression inversely predicted peer rejection for children with high social skills. These results demonstrate that social skills meaningfully alter trajectories of peer rejection predicted from cross-time variation in aggression. We discuss the theoretical and empirical implications of these findings within a developmental psychopathology framework, including recommendations for directions for future research.

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Examining the relationship between treatment outcomes for academic achievement and social skills in school‐age children with attention‐deficit hyperactivity disorder

Rutherford

DuPaul

Jitendra

2008

Psychology in the Schools

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The purpose of this study was to determine the relationship between treatment-induced changes in academic achievement and social skills in elementary school-age children with attention-deficit hyperactivity disorder. A sample of 123 children in grades 1 through 4 with symptoms of inattention, impulsivity and/or hyperactivity, and significant achievement problems in math or reading were identified for participation. Participants were exposed to academic interventions mediated by their teachers, parents, peers, computers, or the student themselves. Data were collected on academic competence using the Woodcock-Johnson III Test of Achievement and the Academic Competence Evaluation Scales; social skills were assessed using the Social Skills Rating System. Correlations between changes in academic competence and social skills from preintervention to approximately 10 months later were calculated. Results showed that as teacher ratings of reading improved, there were corresponding improvements in social skills. For students in peer-mediated math interventions, increases in math fluency were correlated with improvements in self-control. Results are discussed in the context of possible reasons for these findings and implications for practice and future research. C

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The Social Competence of Children with Attention Deficit Hyperactivity Disorder: A Review of the Literature

Cited by 83 publications

References 31 publications

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

Social skills moderate the time‐varying association between aggression and peer rejection among children with and without ADHD

Examining the relationship between treatment outcomes for academic achievement and social skills in school‐age children with attention‐deficit hyperactivity disorder

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