The Effect of Social Stories Intervention on Problem Behaviors and Peer Relationships in Children with ADHD

2020 ◽  
Vol 36 (1) ◽  
pp. 1-24
Author(s):  
Myeong Ju Kim ◽  
Soon Young Hwang
Keyword(s):  
Problem Behaviors ◽  
Peer Relationships ◽  
Social Stories ◽  
Children With Adhd

scholarly journals The Association between Prosocial Behaviour and Peer Relationships with Comorbid Externalizing Disorders and Quality of Life in Treatment-Naïve Children and Adolescents with Attention Deficit Hyperactivity Disorder

2021 ◽  
Vol 11 (4) ◽  
pp. 475
Author(s):  
Szabina Velő ◽  
Ágnes Keresztény ◽  
Gyöngyvér Ferenczi-Dallos ◽  
Luca Pump ◽  
Katalin Móra ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Peer Relationships ◽  
Externalizing Disorders ◽  
Control Group ◽  
Adhd Group ◽  
Prosocial Behaviour ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Treatment Naïve

Several recent studies confirmed that Attention Deficit Hyperactivity Disorder (ADHD) has a negative influence on peer relationship and quality of life in children. The aim of the current study is to investigate the association between prosocial behaviour, peer relationships and quality of life in treatment naïve ADHD samples. The samples included 79 children with ADHD (64 boys and 15 girls, mean age = 10.24 years, SD = 2.51) and 54 healthy control children (30 boys and 23 girls, mean age = 9.66 years, SD = 1.73). Measurements included: The “Mini International Neuropsychiatric Interview Kid; Strengths and Difficulties Questionnaire” and the “Inventar zur Erfassung der Lebensqualität bei Kindern und Jugendlichen”. The ADHD group showed significantly lower levels of prosocial behaviour and more problems with peer relationships than the control group. Prosocial behaviour has a weak positive correlation with the rating of the child’s quality of life by the parents, both in the ADHD group and in the control group. The rating of quality of life and peer relationship problems by the parents also showed a significant negative moderate association in both groups. The rating of quality of life by the child showed a significant negative weak relationship with peer relationships in the ADHD group, but no significant relationship was found in the control group. Children with ADHD and comorbid externalizing disorders showed more problems in peer relationships than ADHD without comorbid externalizing disorders. Based on these results, we conclude that therapy for ADHD focused on improvement of prosocial behaviour and peer relationships as well as comorbid externalizing disorders could have a favourable effect on the quality of life of these children.

A Physical Exercise Training Reduces Problem Behaviors in Children with ADHD

2016 ◽  
Vol 48 ◽  
pp. 981
Author(s):  
Chien-Yu Pan ◽  
Ming-Chih Sung ◽  
Chu-Yang Huang ◽  
Wei-Ya Ma ◽  
Chia-Liang Tsai ◽  
...  
Keyword(s):  
Exercise Training ◽  
Physical Exercise ◽  
Problem Behaviors ◽  
Children With Adhd ◽  
Physical Exercise Training

Coercion and Contagion in Child and Adolescent Peer Relationships

2015 ◽  
Author(s):  
Timothy F. Piehler
Keyword(s):  
Problem Behaviors ◽  
Peer Relationships ◽  
Internalizing Symptoms ◽  
Positive Reinforcement ◽  
Peer Interactions ◽  
Social Processes ◽  
Future Directions ◽  
Deviancy Training ◽  
Youth Adjustment

Peer relationships during adolescence play a powerful role in youth adjustment. This chapter summarizes research regarding two distinct yet related social processes that have been observed within adolescent peer interactions to be predictive of problem behaviors: coercion and contagion. The mechanisms underlying these two processes are outlined, including positive reinforcement involved in deviancy training (a form of contagion) as well as escape conditioning involved in coercion. The chapter details some of the commonalities between the two processes as seen in adolescence as well as key differences and risk factors unique to each. Several recent studies that simultaneously examined both coercion and contagion in peer interactions are highlighted. Finally, a number of future directions are outlined, including advancing analytic methods to better understand bidirectional effects and further investigating the role of these processes in internalizing symptoms in adolescence.

scholarly journals Self-monitoring Intervention of Problem Behavior of Students with ADHD Learning in Regular Classroom in China

2021 ◽  
Vol 5 (1) ◽  
pp. 10
Author(s):  
Cui Yin ◽  
Yawen Xiao ◽  
Wangqian Fu
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Problem Behaviors ◽  
Practical Implication ◽  
Regular Classroom ◽  
Self Monitoring ◽  
Children With Adhd ◽  
Teaching Activities ◽  
Number Of Children ◽  
Hyperactivity Disorder ◽  
Students With Adhd

The number of children with attention deficit hyperactivity disorder (ADHD) is increasing in China, whose inattention, disorganization, and impaired hyperactivity cause challenges for their study and teachers’ teaching activities in classroom. The study applied self-monitoring intervention for two children with ADHD learning in a primary school to improve their problem behaviors. We found self-monitoring intervention was likely to reduce their off-task behaviors, even for students with ADHD and ASD. Practical implication of the intervention is discussed in the paper.

Differential Response to Methylphenidate in Inattentive and Combined Subtype ADHD

2016 ◽  
Vol 21 (1) ◽  
pp. 62-70 ◽  
Author(s):  
Susan H. Beery ◽  
Herbert C. Quay ◽  
William E. Pelham
Keyword(s):  
Problem Behaviors ◽  
Treatment Program ◽  
Verbal Abuse ◽  
Effect Sizes ◽  
Double Blind ◽  
Children With Adhd ◽  
Double Blind Placebo ◽  
Summer Treatment Program ◽  
Medication Effect ◽  
Work Completion

Objective: To examine response to methylphenidate (MPH) assessed by direct observation of ecologically valid behaviors in boys with ADHD with high hyperactivity-impulsivity (HI) and those with predominantly inattentive symptoms (ADHD/I). Method: Sixty-three boys ages 7 to 13 participated in an ADHD Summer Treatment Program and received a double-blind placebo-controlled assessment of .3 mg/kg of MPH on problem behaviors and individualized behavior goals. Medication effect sizes were calculated for each child for each behavior. Results: Children with ADHD/HI ( n = 21) displayed larger MPH effect sizes for interrupting, verbal abuse, and compliance, and marginally greater response for teasing and counselor-directed goals. Children with ADHD/I ( n = 21) displayed small medication effect sizes ( ds < .20) for many behaviors often identified as primary deficits in this group (e.g., attention to activities, peer interaction, class work completion, and accuracy). Conclusion: Systematic medication assessment for ADHD/I that quantifies response in ecologically valid areas of functional impairment is essential.

Module 7: Time Out and Privilege Removal

2020 ◽  
pp. 145-168
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Problem Behaviors ◽  
Attention Deficit ◽  
Positive Reinforcement ◽  
Emotional Experience ◽  
Children With Adhd ◽  
Inappropriate Behaviors ◽  
Hyperactivity Disorder ◽  
Time Out ◽  
Rule Breaking

In Module 7, parents learn to use time out from positive reinforcement to help their child improve their ability to follow directions and house rules. Children with attention-deficit/hyperactivity disorder (ADHD) benefit from parents who consistently following through with a consequence for noncompliance and rule-breaking to reduce misbehavior. Time out is effective when used in the presence of a secure relationship and where opportunities for connection and positive reinforcement are consistently available in the home environment. Inappropriate behaviors are more likely to happen again when directions and rules are not enforced consistently: misbehavior continues to have positive consequences. Children with ADHD benefit from the structure, consistency, and predictability of the time out consequence to reduce problem behaviors. In fact, time out is thought to help children learn to self-regulate. Parents need to be prepared to manage their own emotional experience and their child’s reaction to execute time out correctly and experience the full benefits of time out.

Sign in / Sign up

Export Citation Format

Share Document