Attention-Deficit Hyperactivity Disorder and Problems in Peer Relations: Predictions From Childhood to Adolescence

Bagwell, Catherine L.; Molina, Brooke S. G.; Pelham, William E.; Hoza, Betsy

doi:10.1097/00004583-200111000-00008

Cited by 507 publications

(449 citation statements)

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“…Given that deviant peer affiliation is a strong proximal risk factor, future research should focus on the interpersonal and intrapersonal factors that might buffer or exacerbate its deleterious effects. For example, we recently found in this sample that rates of social anxiety were higher among our probands than among our controls (Bagwell et al, 2001). Whether and how this social anxiety, combined with social skill deficits, translates into peer-mediated substance use would be of interest.…”

Section: Discussionmentioning

confidence: 73%

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Childhood ADHD and Adolescent Substance Use: An Examination of Deviant Peer Group Affiliation as a Risk Factor.

Marshal¹,

Molina²,

Pelham³

2003

Psychology of Addictive Behaviors

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138

118

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Deviant peer group affiliation was evaluated as a risk factor for substance use in adolescents with childhood attention-deficit/hyperactivity disorder (ADHD). Results showed that deviant peer affiliation mediated the relationship between ADHD and substance use, suggesting that children with ADHD are more likely than children without ADHD to become involved with deviant peers and, as a result, more likely to use substances. Moreover, the relationship between deviant peer affiliation and substance use was stronger for adolescents with ADHD, suggesting that once they are immersed in a deviant peer group, adolescents with ADHD are more vulnerable to the negative social influences of that group. This study is the first step in identifying high-risk pathways from childhood ADHD to substance use in adolescence.Attention-deficit/hyperactivity disorder (ADHD) is a persistent and pervasive mental health problem that first appears in childhood and comprises two primary symptom domains: (a) inattention and (b) impulsivity-hyperactivity (American Psychiatric Association, 1994). Several decades of research have shown that clinically significant levels of ADHD symptoms interfere with academic and social functioning (Barkley, 1998). Indeed, children with ADHD-especially boys, who are six to nine times more likely than girls to have ADHD in clinic-referred settings-experience impairment in many areas of functioning that may cause significant adjustment problems later in life. For example, a recent review concluded that childhood ADHD continues to be a risk factor for academic, behavioral, and social functioning difficulties in adolescence and young adulthood (see Mannuzza & Klein, 1999).Within the domain of possible adverse behavioral outcomes for children with ADHD is early use of drugs and alcohol. Although there is controversy surrounding the magnitude and cause of the effect, children who are clinic referred for ADHD appear to be at risk for early substance use. For example, adolescents with childhood hyperactivity more often reported cigarette, alcohol, and marijuana use than did control participants (Barkley, Fischer, Edelbrock, & Smallish, 1990), although the alcohol and marijuana group differences were Gittelman, Mannuzza, Shenker, and Bonagura (1985) reported more drug use disorders in their late adolescent males with childhood hyperactivity than in boys without childhood hyperactivity. With some exceptions for tobacco (Burke, Loeber, & Lahey, 2001;Milberger et al., 1997), substance use by adolescents with childhood ADHD is strongly associated with the development of conduct problems in these same individuals (Barkley et al., 1990;Gittelman et al., 1985). This result is not surprising given the robust, although imperfect, association between the two behavioral domains of substance use and conduct problems (Mason & Windle, 2002). The important, potentially mediating role of conduct problems is also consistent with theoretical models of early-onset alcoholism common among males (Sher, 1991;Zucker, Ellis, & Fitzge...

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Section: Discussionmentioning

confidence: 73%

“…At least three teachers of primary academic subjects were asked to complete ratings of behavior and academic performance. Additional details regarding participant recruitment and procedures are in Molina and Pelham (2003) and Bagwell et al (2001). …”

mentioning

confidence: 99%

Childhood ADHD and Adolescent Substance Use: An Examination of Deviant Peer Group Affiliation as a Risk Factor.

Marshal¹,

Molina²,

Pelham³

2003

Psychology of Addictive Behaviors

Self Cite

138

118

View full text Add to dashboard Cite

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“…Esses dados corroboram com os estudos de Hoza e cols. (2001) e Bagwell (2001) que destacam a importância desse instrumento como auxiliar no diagnóstico de crianças com TDA.…”

Section: Discussionunclassified

“…Assim sendo, tanto a aprendizagem quanto a socialização de escolares desatentos revelam prejuízos capazes de se configurarem como reais problemas na vida acadêmica e social (Power, 1998;Bagwell, 2001;Hoza & cols., 2001). Considerando-se que a auto-regulação do comportamento mostra-se deficitária para a criança desatenta, a implementação de atividades empregadas pelo professor, salientando os comportamentos adequados e inadequados e suas conseqüências, provavelmente, possam contribuir para a melhoria dos relacionamentos em sala de aula (Barkley, 1990).…”

Section: Discussionunclassified

“…As dificuldades em auto-regular comportamentos agressivos ou mesmo a imaturidade não são percebidas facilmente. Verifica-se uma tendência em simplificar os estímulos para que sejam evitados os emocionalmente carregados, permitindo que os fracassos sejam menos percebidos, por meio da não -percepção ou distorção das informações, o que dificulta a superação dos problemas de forma geral (Cotugno, 1995;Bagwell, 2001;Hoza & cols., 2001).…”

Section: Psicologia Escolar E Educacional 2002 Volume 6 Número 2 141unclassified

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Aceitação e rejeição: percepção de escolares desatentos no ambiente escolar

Tonelotto

2002

Psicol. Esc. Educ.

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ResumoO principal objetivo deste estudo foi identificar crianças desatentas no contexto de sala de aula e verificar como percebem e são percebidas por seus colegas nesse contexto. A amostra constituiu-se de 128 escolares provenientes de uma escola pública, com idade entre seis e nove anos. Os dados foram coletados por meio de entrevistas individuais com os sujeitos e com as professoras e foram tratados por meio das provas estatísticas que permitiram que se definissem dois grupos distintos, um em que os problemas de atenção foram identificados e outro em que isso não ocorreu. Observou-se presença de maior número de atitudes negativas em relação aos colegas e à escola no grupo de crianças com problemas de atenção; que também se caracterizou como o mais rejeitado e menos aceito pelos colegas de sala de aula, configurando seus componentes como menos populares. Esses resultados permitiram que fossem identificadas importantes variáveis interferentes no processo de aprendizagem de crianças desatentas, ampliando possibilidades de intervenção capazes de minimizar os problemas enfrentados no dia-a-dia da sala de aula.Palavras-chave: Déficit de atenção; aceitação; rejeição. ACCEPTANCE AND REJECTION: PERCEPTION OF INATTENTIVE CHILDREN WITHIN THE SCHOOL ENVIRONMENT AbstractThe main objective of this study has been to identify inattentive children within the context of their classroom and to verify how they perceive and are perceived by their colleagues within this context. The sample consisted of six to nine-year old school children from a government school. Data were collected by means of individual interviews with the subjects and with their teachers and addressed with the aid of statistic proofs. These have0 allowed the definition of two different groups: one, in which problems with attention identified and the other, in which this did not happen. A great number of negative attitudes in relation to colleagues and the school noticed within the group of children with attention problems, who also characterized as the most rejected and least accepted by the classroom colleagues, who configured their components as less popular. These results have enabled the identification of important variables interfering with the learning process of inattentive children, broadening the possibilities of intervention capable of minimizing the problems faced in a classroom on a daily basis.Key words: Attention deficit; acceptance; rejection. INTRODUÇÃOPara a maior parte dos escolares enfrentar, sem problemas, o processo de aquisição da leitura, escrita e cálculo é tarefa bastante difícil. Coexistem, no período inicial da escolarização, um número considerável de fatores capazes de se constituírem como obstáculos interferentes nesse processo, sejam eles de ordem interna ou externa ao indivíduo. Esses fatores têm sido estudados por pesquisadores de diversas áreas e, especificamente, por educadores em busca de técnicas eficazes para a melhoria do ensino-aprendizagem. O ambiente escolar em si, sobretudo no que diz respeito à sala de aula, é relativ...

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