Children with Attention-Defecit/Hyperactivity Disorder: Peer Relationships and Peer-Oriented Interventions

Mrug, Sylvie; Hoza, Betsy; Gerdes, Alyson C.

doi:10.1002/cd.5

Cited by 92 publications

(138 citation statements)

References 66 publications

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Section: Social Skills Training Almost All Interventions Targeting Pmentioning

confidence: 99%

“…Several different types of social skills training have been applied to ADHD populations (e.g., Mrug, Hoza, & Gerdes, 2001). The purpose of this training is to directly teach the basic social skills children need to interact more effectively with their peers (Mrug et al, 2001). However, the consensus by this point is that clinic-based social skills training have not proven effective for children with ADHD , possibly because it is difficult, if not impossible, to work on peer relationships in the office or in the classroom (Pelham, Fabiano, Gnagy, Greiner, & Hoza, 2005).…”

Section: Social Skills Training Almost All Interventions Targeting Pmentioning

confidence: 99%

“…Given that peer reputations change slowly because they are heavily influenced by stereotypes that peers are known to hold about ADHD (e.g., Price, & Dodge, 1989) and by first impressions (e.g., Hoza, Mrug, Pelham, Greiner, & Gnagy, 2003), enhancing close friendship may be a viable and perhaps more realistic intervention goal (Mrug et al, 2001). Such a promising approach to friendship intervention involves pairing potential friends as "buddies" who share recreational activities and earn special privileges by interacting positively with each other.…”

Section: Summer Treatment Program Some Researchers Have Argued That mentioning

confidence: 99%

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How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

Normand

Schneider

Lee

et al. 2010

J Abnorm Child Psychol

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This multi-method study provides detailed information about the friendships of 87 children with ADHD (77.0% boys) and 46 comparison children (73.9% boys) between the ages of 7 and 13.The methods used in the study included parent and teacher ratings, self-report measures, and direct observation of friends' dyadic behaviours in three structured analogue tasks. Results indicated that, in contrast with comparison children, children with ADHD had friends with high levels of ADHD and oppositional symptoms; they perceived fewer positive features and more negative features, and were less satisfied in their friendships. Observational data indicated that children with ADHD performed both more legal and more illegal manoeuvres than comparison children in a fast-paced competitive game. While negotiating with their friends, children with ADHD made more insensitive and self-centred proposals than comparison children. In dyads consisting of one child with ADHD and one typically developing child, children with ADHD were often more controlling than their non-diagnosed friends. Globally, these results were robust and did not seem to be affected by age differences, ADHD subtypes, comorbidities, and medication status. Given the increased recognition of ADHD in adolescence and adulthood as well as the fact that negative peer reputation in childhood very strongly predicts mental-health status by early adulthood, this research may lead to the discovery of meaningful ways to help people with ADHD achieve improved mental health and happiness over their lifespan.Friendship Interactions of Children with ADHD 1

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Section: Social Skills Training Almost All Interventions Targeting Pmentioning

confidence: 99%

Section: Social Skills Training Almost All Interventions Targeting Pmentioning

confidence: 99%

Section: Summer Treatment Program Some Researchers Have Argued That mentioning

confidence: 99%

See 1 more Smart Citation

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

Normand

Schneider

Lee

et al. 2010

J Abnorm Child Psychol

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“…Whereas earlier studies (e.g., Cunningham, Siegel, & Offord, 1985) suggested that inattentiveness may be a factor limiting opportunities for observational learning of social skills in children with ADHD, more recent work focuses on performance deficits (Barkley, 2000). Further, it is now widely accepted that a major contributing factor to the peer problems of children with ADHD is their largely unrestrained, overbearing interaction style, characterized by hyperactivity, aggression, bossiness, and other forms of controlling behavior that make them highly aversive to peers (see Mrug et al, 2001;Whalen & Henker, 1992, for reviews).Stimulant medication is useful for reducing rates of these negative and controlling behaviors (Cunningham et al, 1985) but typically yields few corresponding increases in positive behaviors (see Landau &Moore, 1991, andHenker, 1991, for reviews). Nonetheless, laboratory studies requiring normal peers to rate videotaped behavior of children with ADHD in both medicated and unmedicated states suggest that medication-related improvements in behavior are quite apparent to nondeviant peers even after short periods of observation (e.g., 15 min; Whalen, Henker, Castro, & Granger, 1987).…”

mentioning

confidence: 99%

Peer-Assessed Outcomes in the Multimodal Treatment Study of Children With Attention Deficit Hyperactivity Disorder

Hoza¹,

Gerdes²,

Mrug³

et al. 2005

Journal of Clinical Child & Adolescent Psychology

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225

178

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Peer-assessed outcomes were examined at the end of treatment (14 months after study entry) for 285 children (226 boys, 59 girls) with attention deficit hyperactivity disorder (ADHD) who were rated by their classmates (2,232 classmates total) using peer sociometric procedures. All children with ADHD were participants in the Multimodal Treatment Study of Children with ADHD (MTA). Treatment groups were compared using the orthogonal treatment contrasts that accounted for the largest amount of variance in prior MTA outcome analyses: Medication Management + Combined Treatment versus Behavior Therapy + Community Care; Medication Management versus Combined Treatment; Behavior Therapy versus Community Care. There was little evidence of superiority of any of the treatments for the peer-assessed outcomes studied, although the limited evidence that emerged favored treatments involving medication management. Post hoc analyses were used to examine whether any of the four treatment groups yielded normalized peer relationships relative to randomly selected-classmates. Results indicated that children from all groups remained significantly impaired in their peer relationships.Despite the widely accepted premise that children with attention deficit hyperactivity disorder (ADHD) have problematic peer relationships, the mechanisms underlying these peer difficulties remain poorly understood. Deficits in social skills knowledge, performance, and selfcontrol all have been postulated as important factors (for reviews, see Mrug, Hoza, & Gerdes, 2001;Wheeler & Carlson, 1994). Whereas earlier studies (e.g., Cunningham, Siegel, & Offord, 1985) suggested that inattentiveness may be a factor limiting opportunities for observational learning of social skills in children with ADHD, more recent work focuses on performance deficits (Barkley, 2000). Further, it is now widely accepted that a major contributing factor to the peer problems of children with ADHD is their largely unrestrained, overbearing interaction style, characterized by hyperactivity, aggression, bossiness, and other forms of controlling behavior that make them highly aversive to peers (see Mrug et al., 2001;Whalen & Henker, 1992, for reviews).Stimulant medication is useful for reducing rates of these negative and controlling behaviors (Cunningham et al., 1985) but typically yields few corresponding increases in positive behaviors (see Landau &Moore, 1991, andHenker, 1991, for reviews). Nonetheless, laboratory studies requiring normal peers to rate videotaped behavior of children with ADHD in both medicated and unmedicated states suggest that medication-related improvements in behavior are quite apparent to nondeviant peers even after short periods of observation (e.g., 15 min; Whalen, Henker, Castro, & Granger, 1987). Such findings suggest that medication may be an important part of any intervention for the peer problems of children with ADHD but that additional interventions are needed.Most psychological interventions for childhood peer problems are based on the social sk...

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“…While five conjoint parent sessions were incorporated into the therapy, these did not appear to include parent training. Teacher and parent behavioral consultation and training may have also helped enhance gains (Mrug, Hoza, & Gerdes, 2001;Pfiffner & McBurtnett, 1997 …”

Section: Possible Undiagnosed Adhdmentioning

confidence: 99%

A Case of Rejection, Redemption, and Resilience: Commentary on the Case of Rafael

Oades-Sese¹,

Kitzie

2011

PCSP

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Paul Clement (2011) presents a unique case of an adolescent with congenital limb deficiency. He integrates a number of approaches that encompass positive psychology, cognitive restructuring, social problem-solving skills, outcome assessment, and a quantitative evaluation of therapeutic change. We examine this case using resilience as a theoretical framework with an emphasis on identity formation, self-esteem, coping strategies, and assessment. We provide some comments on the strengths of Clement's approach as well as offer suggestions of additional assessment procedures and interventions that may have been beneficial to Rafael's treatment.Keywords: resilience; limb deficiency; cognitive behavioral therapy; orphan; clinical case studies; case studies _____________________________________________________________________________________ Paul Clement (2011) provides a valuable glimpse into his practice and therapeutic approach in the case of Rafael. Anchored by a clear theoretical approach, Clement provides a very useful view of the practical use of outcome assessment in private practice. His patient, Rafael, demonstrated significant and long-term gains associated with his treatment with Clement. This unique case addresses treatment of an adolescent with congenital limb deficiency-a condition not often encountered by the general practitioner. Clement integrated a number of approaches that encompassed positive psychology, cognitive restructuring, social problemsolving skills, outcome assessment, and quantitative evaluation of therapeutic change. His approach was to assess strengths and weaknesses and to replace weakness with new competencies.Drawing on his past experience as a swimming coach, he saw his role as practicing new competencies in the "pool." We will review the case through the perspective of research on children with chronic health conditions, with a focus on resilience, self-esteem, coping strategies,

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Children with Attention-Defecit/Hyperactivity Disorder: Peer Relationships and Peer-Oriented Interventions

Abstract: Children with attention‐defecit/hyperactivity disorder experience numerous peer difficulties and may benefit from specially designed intervention

Cited by 92 publications

References 66 publications

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

Peer-Assessed Outcomes in the Multimodal Treatment Study of Children With Attention Deficit Hyperactivity Disorder

A Case of Rejection, Redemption, and Resilience: Commentary on the Case of Rafael

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