1990
DOI: 10.1016/0022-1031(90)90058-t
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Effects of expectancies on children's social interactions

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Cited by 37 publications
(26 citation statements)
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“…Although the model in its entirety has not been applied to ADHD children, there is research supporting particular parts of the model for this population. A series of studies conducted by Harris, Milich, and their colleagues (Harris and others, 1992;Harris, Milich, Johnston, and Hoover, 1990) investigated some of the group processes that may maintain ADHD children's peer rejection. In particular, these studies demonstrated the effect of labeling a child as "ADHD" on peers' attributions and behavior.…”
Section: Social Skills Interventionsmentioning
confidence: 99%
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“…Although the model in its entirety has not been applied to ADHD children, there is research supporting particular parts of the model for this population. A series of studies conducted by Harris, Milich, and their colleagues (Harris and others, 1992;Harris, Milich, Johnston, and Hoover, 1990) investigated some of the group processes that may maintain ADHD children's peer rejection. In particular, these studies demonstrated the effect of labeling a child as "ADHD" on peers' attributions and behavior.…”
Section: Social Skills Interventionsmentioning
confidence: 99%
“…In the second study (Harris and others, 1992) nondeviant boys were paired with either another non-ADHD boy or with an ADHD boy. Half of the boys in each of these groups were led to believe they would interact with a boy described as "ADHD," using the same procedure as in Harris, Milich, Johnston, and Hoover (1990). These studies showed that regardless of the actual status of the child (ADHD or non-ADHD), children expecting to interact with an "ADHD" child made more global negative attributions about their partners, were less likely to make ability attributions for their partners' positive performance, and tended to report ADHD-like symptoms when asked what they did not like about their partner.…”
Section: Social Skills Interventionsmentioning
confidence: 99%
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“…For example, when falsely told that their work partner would be a child who talked when he was not supposed to, did not sit still, acted silly, and disrupted the class, typical children, especially younger children, were less likely to see positives in the actual task or social performance of their partners (i.e., than when peer partners had no expectations, Harris, Milich, & Johnston et al, 1990). Those average students who were falsely expected to show behavior similar to children with ADHD also found their peer task to be more difficult than typical children whose partners had no expectations.…”
mentioning
confidence: 96%
“…Second, children with ADHD exhibit a variety of characteristics (i.e., impulsive behavior, hyperactivity or fidgeting, poor interpersonal skills), which can be a significant challenge to teachers relative to instruction and classroom management (Hardman, Drew, & Egan, 1999). Third, the disruptive nature of ADHD has been shown to elicit ratings of children with ADHD as less friendly, talking less frequently, and less involved in interactions (Harris, Milich, Johnston, & Hoover, 1990). Thus, the label ADHD could be easily incorporated as an expectancy manipulation.…”
mentioning
confidence: 98%