Children with attention-deficit/hyperactivity disorder: A review of the literature on social skills deficits

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common behavioral disorders of childhood. Children with ADHD exhibit developmentally inappropriate levels of inattention, impulsivity, and/or motor activity. Attention-deficit/hyperactivity disorder (ADHD) is one of the most frequent mental disorders affecting children. ADHD also affects many adults. Symptoms of ADHD include inattention, hyperactivity, and impulsivity. ADHD may also negatively affect the learning environment in children's homes. This chapter talks about social functioning, social deficits, interpersonal difficulties, and social skills training in ADHD. Individuals with ADHD have problems in the areas of peer interaction, emotional regulation, and pro-social behaviours. These social problems are associated with a greater risk for developing problems later in life.

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Attention-deficit/hyperactivity disorder (ADHD) and driving risk: A review of the literature and a methodological critique

Current Psychiatry Reports ◽

10.1007/s11920-006-0045-8 ◽

2006 ◽

Vol 8 (5) ◽

pp. 416-426 ◽

Cited By ~ 68

Author(s):

Laurence Jerome ◽

Liat Habinski ◽

Alvin Segal

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Review Of The Literature ◽

Hyperactivity Disorder ◽

Driving Risk

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Early Development of Executive Function: A Problem-Solving Framework

Review of General Psychology ◽

10.1037/1089-2680.1.2.198 ◽

1997 ◽

Vol 1 (2) ◽

pp. 198-226 ◽

Cited By ~ 318

Author(s):

Philip David Zelazo ◽

Alice Carter ◽

J. Steven Reznick ◽

Douglas Frye

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Executive Function ◽

Problem Solving ◽

Theory Of Mind ◽

Early Development ◽

Attention Deficit ◽

Review Of The Literature ◽

Childhood Onset ◽

Hyperactivity Disorder

Executive function (EF) accounts have now been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria), and EF has been linked to the development of numerous abilities (e.g., attention, rule use, theory of mind). However, efforts to explain behavior in terms of EF have been hampered by an inadequate characterization of EF itself. What is the function that is accomplished by EF? The present analysis attempts to ground the construct of EF in an account of problem solving and thereby to integrate temporally and functionally distinct aspects of EF within a coherent framework. According to this problem-solving framework, EF is a macroconstruct that spans 4 phases of problem solving (representation, planning, execution, and evaluation). When analyzed into subfunctions, macroconstructs such as EF permit the integration of findings from disparate content domains, which are often studied in isolation from the broader context of reasoning and action. A review of the literature on the early development of EF reveals converging evidence for domain-general changes in all aspects of EF.

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