A Multiple Indicators Multiple Causes (MIMIC) model of friendship quality and comorbidities in children with attention-deficit/hyperactivity disorder.

Abstract

The unique objectives of the current investigation were: (a) to assess the fit of a multiinformant 2-factor measurement model of friendship quality in a clinical sample of children with attention-deficit/ hyperactivity disorder (ADHD); and (b) to use a multiple indicators multiple causes approach to evaluate whether comorbid externalizing and internalizing disorders incrementally predict levels of positive and negative friendship quality. Our sample included 165 target children diagnosed with ADHD (33% girls; aged 6 -11 years). Target children, their parents, their friends, and the parents of their friends independently completed a self-report measure of friendship quality about the reciprocated friendship between the target child and the friend. Results indicated that a multiinformant 2-factor measurement model with correlated positive friendship quality and negative friendship quality had good fit. The friendships of children with ADHD and a comorbid externalizing disorder were characterized by less positive friendship quality and more negative friendship quality than the friendships of children with ADHD and no externalizing disorder after controlling for the presence of a comorbid internalizing disorder. However, the presence of a comorbid internalizing disorder did not predict positive or negative friendship quality. These findings suggest that soliciting reports from parents in addition to children and friends, and measuring comorbid externalizing disorders, may be valuable evidence-based strategies when assessing friendship quality in ADHD populations. Public Significance StatementThis study suggests that the friendship quality of children with attention-deficit/hyperactivity disorder is characterized by global dimensions of positive and negative friendship features, such as companionship and conflict. Soliciting reports from parents in addition to children and friends, and measuring associated oppositional and conduct problems, may represent valuable science-based strategies when assessing friendship quality in children with attention-deficit/hyperactivity disorder.

Treatment of friendship problems in children with attention-deficit/hyperactivity disorder: Initial results from a randomized clinical trial.

“…Internal consistency in our sample for each informant was ␣ Ն .87 for positive and ␣ Ն .75 for negative friendship quality. Confirmatory factor analyses in the current sample found that a two-factor model (positive and negative friendship quality) with four indicators per factor (reports by the parent, child, friend, and parent of the friend) had good fit (Normand, Mikami, Savalei, & Guiet, 2020). Composite scores reflecting the mean of the four informants were created for positive and negative friendship quality.…”

Factors Associated With Bullying Victimization and Bullying Perpetration in Children and Adolescents With ADHD: 2016 to 2017 National Survey of Children’s Health

“…Regarding child-related characteristics, difficulties with self-control when faced with challenges and a tendency toward arguing were both linked to bullying perpetration in our analysis of children with ADHD. Overall, these findings suggest that these two aspects of emotional regulation, which are associated with disruptive behavior disorders and represent common issues for those with ADHD (Arseneault et al, 2010; Fogler et al, 2022; Kaltiala-Heino et al, 2000; Normand et al, 2020; Unnever & Cornell, 2003), are important to consider when addressing bullying perpetration (Fite et al, 2014; Kokkinos & Panayiotou, 2004). Overall, the findings around emotional regulation issues and both BV and BP fit what is known around the particular type of aggression exhibited by those with ADHD, reactive aggression.…”

“…They may be unaware or may rely on others to identify if their child is a bullying victim or perpetrator. Future research integrating multiple informants may provide a more complete understanding of children's peer relationships (Normand et al, 2020). The survey also did not address whether children's current type of bullying involvement may be different from past involvement.…”

Connecting Feelings of School Belonging to High School Students’ Friendship Quality Profiles

“…Variable-centered approach have come under growing criticism for their possible inability to fully “capture the configurations of factors that collectively explain behavioral processes” (Bauer & Shanahan, 2007). A step beyond this is studies using exploratory factor analysis to yield two dimensions (positive and negative) that are then examined individually as indicators of friendship quality (e.g., Normand et al, 2020).…”