Peer relationships in boys with attention-deficit hyperactivity disorder with and without comorbid aggression

1995 ◽  
Vol 7 (4) ◽  
pp. 627-647 ◽  
Author(s):  
Stephen P. Hinshaw ◽  
Sharon M. Melnick
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Peer Relationships ◽  
Attention Deficit ◽  
Sensation Seeking ◽  
Emotional Reactivity ◽  
Social Preference ◽  
Peer Acceptance ◽  
Mediating Role ◽  
Hyperactivity Disorder ◽  
Peer Approval

AbstractPeer relationship difficulties and peer rejection are common in youngsters with attention-deficit hyperactivity disorder (ADHD), mandating focus on assessment issues, underlying reasons for peer approval and disapproval, links with comorbid aggression, and the mediating role of sociocognitive mechanisms as well as emotion regulation strategies. With previously unfamiliar ADHD and comparison boys who attended naturalistic summer research programs, we found the following: (a) parent and teacher estimates (but not self-reports) showed moderate correspondence with peer-nominated social preference; (b) ADHD boys were more likely than their comparison peers to accept other ADHD agemates; (c) aggression and noncompliance Predominated as self-reported reasons for rejecting agemates in both ADHD and comparison groups, with Perceived similarity the chief mediator of peer acceptance; (d) the high-aggressive subgroup of ADHD boys showed markedly worse peer sociometric status than did ADHD boys without aggression, for whom social isolation was also a predictor of peer reputation; and (e) self-reported social goals of a sensation-seeking nature and observed emotional reactivity characterized high-aggressive boys with ADHD and predicted end-of-program peer disapproval. We discuss implications for normal developmental processes and for intervention efforts.

scholarly journals A Pilot Study: Attention Deficit Hyperactivity Disorder, Sensation Seeking, and Pubertal Changes

2006 ◽  
Vol 6 ◽  
pp. 637-642 ◽  
Author(s):  
Catherine A. Martin ◽  
Greg Guenthner ◽  
Christopher Bingcang ◽  
W. Jackson Smith ◽  
Thomas Curry ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Sensation Seeking ◽  
Stimulant Medication ◽  
Pubertal Development ◽  
Tanner Stage ◽  
Free Testosterone ◽  
Diagnostic Interview ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant

This study was designed to examine the relationship of pubertal changes and sensation seeking (SS) in adolescents with Attention Deficit Hyperactivity Disorder (ADHD). Patients with current or past histories of uncomplicated stimulant medication use for ADHD between the ages of 11 and 15 (13 ± 1.5) were recruited from a Child Psychiatry and a General Pediatric Clinic. SS was measured using the SS Scale for Children. Pubertal development was measured using Tanner staging, free testosterone, and DHEAS. Subjects and their parent were interviewed with the Diagnostic Interview Schedule for Children (DISC). SS total score was correlated with Tanner stage, free testosterone, and DHEAS (p≤ 0.01). The combined parent and child reports of symptoms of Oppositional Defiant Disorder from the DISC were inversely related to age (p≤ 0.05). Understanding SS in ADHD adolescents as they move through puberty will aid clinicians in monitoring ADHD adolescents and their trajectory into high-risk behaviors.

scholarly journals Risk and Protective Factors for Bullying at 11 Years of Age in a Spanish Birth Cohort Study

2020 ◽  
Vol 17 (12) ◽  
pp. 4428
Author(s):  
Izaro Babarro ◽  
Ainara Andiarena ◽  
Eduardo Fano ◽  
Nerea Lertxundi ◽  
Martine Vrijheid ◽  
...  
Keyword(s):  
Social Support ◽  
Attention Deficit Hyperactivity Disorder ◽  
Behavior Problems ◽  
Protective Factors ◽  
Peer Relationships ◽  
Attention Deficit ◽  
Risk And Protective Factors ◽  
Birth Cohort Study ◽  
Short Version ◽  
Hyperactivity Disorder

(1) Background: Bullying affects a large number of children worldwide. This study has two objectives, to provide data on the prevalence of bullying in Spain, and to identify risk and protective factors associated with bullying. (2) Methods: Participants were 858 eleven-year-old children. Bullying was assessed using a short version of the Olweus Bully Victim Questionnaire, and the following data were gathered to explore potential predictors: individual (inattention, behavior problems, attention deficit hyperactivity disorder symptomatology, traumatic life events), family-related (sociodemographic characteristics, family context, child-parent relations), school-related (school characteristics, peer and social support, school environment) and community-related data. (3) Results: 9.3% of the children were victims, 1.4% bullies and 1.6% bully-victims. Results showed that a higher level of attention deficit hyperactivity disorder symptomatology increased the risk of victimization, whereas having better relationships with parents and stronger social support were associated with a lower risk of victimization. Children having strong peer relationships and social support was also associated with less risk of perpetrating bullying. Finally, having behavior problems at 8 years of age was associated with being a bully-victim. (4) Conclusions: The findings emphasize the importance of studying all bullying predictors together, regarding three of the roles children may take in bullying situations.

What Aspects of Peer Relationships Are Impaired in Children With Attention-Deficit/Hyperactivity Disorder?

2005 ◽  
Vol 73 (3) ◽  
pp. 411-423 ◽  
Author(s):  
Betsy Hoza ◽  
Sylvie Mrug ◽  
Alyson C. Gerdes ◽  
Stephen P. Hinshaw ◽  
William M. Bukowski ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Peer Relationships ◽  
Attention Deficit ◽  
Hyperactivity Disorder

Associations Between Peer Functioning and Verbal Ability Among Children With and Without Attention-Deficit/Hyperactivity Disorder

2017 ◽  
Vol 26 (2) ◽  
pp. 93-105 ◽  
Author(s):  
Amori Yee Mikami ◽  
Lisa Pauline Münch ◽  
Kristen L. Hudec
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Peer Acceptance ◽  
Verbal Ability ◽  
Positive Association ◽  
Parent Ratings ◽  
Statistical Control ◽  
Social Skills Rating System ◽  
Hyperactivity Disorder ◽  
And Gender

We examined the extent to which children’s skilled understanding and production of appropriate language (verbal ability) may relate to their peer functioning. Participants included two independent samples of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD; Study 1, N = 124; Study 2, N = 137) who were administered a standardized intelligence test to generate verbal ability scores. Teacher ratings on the Cooperation and Assertion subscales of the Social Skills Rating System (SSRS), teacher estimates of peer acceptance, parent ratings of conflict and disengagement on playdates, and peer sociometric ratings of liking were obtained. In both Study 1 and Study 2, after statistical control of ADHD diagnostic status, disruptive behavior comorbidities, and gender, higher verbal ability was associated with better peer functioning on the teacher-reported SSRS subscales and parent ratings of conflict and disengagement on playdates. In Study 2, interaction effects suggested that the positive association between verbal ability and good peer functioning existed for boys but not for girls. For children with ADHD (but not comparison children), better verbal ability was associated with higher teacher-reported peer acceptance but lower peer sociometric liking. Implications of these findings for conceptualization of peer problems, assessment, and intervention are discussed.

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