Bully Victimization Among Children With Attention-Deficit/Hyperactivity Disorder: A Longitudinal Examination of Behavioral Phenotypes

Abstract

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at a higher risk of experiencing bully victimization compared with peers with and without disabilities. Yet the association between ADHD subtypes and bully victimization is not well understood. The current study examines which set of behaviors related to ADHD subtypes is influential in determining whether students are victimized. Using a latent class growth analysis, students with ADHD in a nationally representative special education sample ( n = 291) were grouped by victimization trajectory. Latent class analysis revealed three victimization profiles. Approximately one third of participants (35%) experienced moderately high victimization decreasing over time. A slightly larger group reported consistently low victimization (39%), and one fourth (25%) reported consistently high victimization. Behaviors representing inattention and hyperactivity/impulsivity were examined as covariates in the model. Hyperactive/impulsive behaviors were predictive of latent class assignment, initial victimization, and the trajectory of victimization. Study limitations are discussed. Recommendations are made to inform the creation of interventions tailored for students who have ADHD.

Risk Factors for Bullying Victimization in Children with Neurofibromatosis Type 1 (NF1)

“…Youths with ADHD who have a history of being bullied displayed significantly more internalizing and externalizing problems in self- and parent-reports [ 30 ]. Hyperactive/impulsive behaviors of ADHD tend to be associated with bullying victimization—including the persistence of bullying victimization over time—more than inattention symptoms are [ 34 ].…”

Peer victimization and the association with hippocampal development and working memory in children with and without ADHD 

“…This notion is consistent with the ndings from the present study. Although the peer victimization measure in the present study only accounted for experiencing victimization, the signi cantly elevated aggressive behaviour, rule breaking behaviour, and social problems scores in the ADHD-C group suggest that this group might also be perpetrators of victimization as well and might t the pro le of a bully victim 7 . As the ADHD-I group has levels of hyperactivity-impulsivity that are comparable to the TD group, it follows that they are victimized by their peers at rates similar to the TD group.…”

“…Investigation into how peer victimization differs amongst the diagnosis subtypes of ADHD is sparse. Recent ndings into the symptomatology of ADHD in relation to peer victimization suggest that more severe symptoms of hyperactivity-impulsivity are associated with higher rates of peer victimization among children 7 . Not only are hyperactive-impulsive symptoms related to experiencing more victimization, it has also been demonstrated that individuals with these symptoms are also more likely to also be perpetrators of bullying themselves 7 .…”

“…These social di culties make children with ADHD susceptible to peer victimization and research has suggested that children with ADHD experience the highest rates of peer victimization when compared to children with other disabilities such as Autism Spectrum Disorder (ASD), Oppositional De ant Disorder (ODD), intellectual disabilities, learning disabilities, and physical disabilities 4,5,6 . However, recent research has demonstrated that the levels of peer victimization experienced by children with ADHD vary according to their diagnosis subtype, with symptoms of hyperactivity-impulsivity centrally implicated as a factor that increases risk of experiencing higher levels of peer victimization 7 .Children with more severe hyperactivityimpulsivity symptoms also tend to exhibit more problem behaviours, such as rule breaking and externalized aggression, which can negatively in uence the ability to form healthy peer relationships 4,5 .…”

Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model

“…Although, as a group, students with SEN are socially vulnerable and are at increased risk for poor inclusion in the classroom community, there is considerable variability in the social experiences of subtypes of youth with disabilities. For example, students with SEN are a socially heterogeneous group and are represented in a range of profiles and patterns of involvement in bullying including low or no involvement, decreasing involvement, and increasing involvement (e.g., Chen et al, 2015;Winters et al, 2020). Also, although students with SEN have elevated rates of low acceptance most do not have rejected status and many have positive social roles and reputations in the peer system (Stone and La Greca, 1990;Juvonen and Bear, 1992;Estell et al, 2008).…”