Investigated self-described social goals, self-generated actions, and perceived peer responses to hypothetical vignettes, as well as observed social behavior and peer sociometric status, in an ethnically and socioeconomically diverse sample of girls with attention deficit hyperactivity disorder (ADHD; n = 49) and comparison girls (n = 30). Although we found no differences between the social goals of girls with ADHD and comparison participants, girls with ADHD generated higher rates of aggressive responses to the hypothetical vignettes than did comparison girls, whereas comparison girls generated a larger number of negotiating behaviors than did the ADHD sample. The ADHD participants anticipated negative peer responses, whereas comparison girls predicted positive reactions from peers. Importantly, these perceived peer responses showed associations with girls' naturalistic social behaviors and peer sociometric status. Several pertinent predictions held with control of ADHD versus comparison status. Social cognitions appear to be relevant in the investigation of ADHD in girls.

Leukemias (blood cell cancers) and central nervous system tumors are the most frequently occurring types of cancer in children. Mortality rates from all childhood cancers have decreased over the past 2 decades. As a result, many childhood cancer survivors are now returning to their schools after having been successfully treated. Although most of these survivors will continue receiving ongoing medical management after cancer treatment, far fewer receive specialized educational services. The purpose of this article is to draw attention to this often-overlooked area. The authors also review the case of 1 childhood leukemia survivor as a case example, and examine the cognitive/intellectual and affective/psychosocial sequelae that resulted after routine cancer treatment. They posit that school psychologists are uniquely positioned to provide vital assessment and educational services to childhood cancer survivors, and they offer a series of recommendations for when such children present within school settings.

Investigated self-described social goals, self-generated actions, and perceived peer responses to hypothetical vignettes, as well as observed social behavior and peer sociometric status, in an ethnically and socioeconomically diverse sample of girls with attention deficit hyperactivity disorder (ADHD; n = 49) and comparison girls (n = 30). Although we found no differences between the social goals of girls with ADHD and comparison participants, girls with ADHD generated higher rates of aggressive responses to the hypothetical vignettes than did comparison girls, whereas comparison girls generated a larger number of negotiating behaviors than did the ADHD sample. The ADHD participants anticipated negative peer responses, whereas comparison girls predicted positive reactions from peers. Importantly, these perceived peer responses showed associations with girls' naturalistic social behaviors and peer sociometric status. Several pertinent predictions held with control of ADHD versus comparison status. Social cognitions appear to be relevant in the investigation of ADHD in girls.