Is the Positive Illusory Bias Common in Young Adolescents with ADHD? A Fresh Look at Prevalence and Stability Using Latent Profile and Transition Analyses

Abstract

The goal of this study was to use novel approaches that do not require the use of arbitrary cut-points (i.e., latent profile/transition analysis) to evaluate the prevalence and stability of the positive illusory bias (PIB) in young adolescents with attention-deficit/hyperactivity disorder (ADHD). Participants were 326 middle-school students diagnosed with ADHD (Mage = 12.26 years, 71% male, 77% Caucasian). The Self-Perception Profile for Children (SPPC) was completed by participants and their parents at baseline and again 12 and 18 months later. Cross-sectional results revealed four subgroups based on SPPC responses. Only a small subset (18.4%) of youth with ADHD exhibited a global PIB, across the behavioral, scholastic, and social domains, with an additional 29% displaying a PIB in the scholastic domain only. Additionally, average parent/adolescent-rated competence within each subgroup was in line with an objective measure of scholastic competence (i.e., grades). When examined longitudinally, only a PIB in the social domain was stable across the 18-month study period and only for half of the sample. These findings suggest that the PIB is not ubiquitous in youth with ADHD, with many young adolescents rating themselves accurately relative to their parents and their grades. Further, when stability across time is considered, the PIB may be specific to social functioning, as opposed to a global, cross-domain phenomenon. Implications for the future measurement of the PIB are discussed.

Does a Positive Illusory Bias Mediate the Moderating Effect of Achievement Orientation on Response to Exclusion in Boys with ADHD?

“…Consistent with this study, previous research has also found direct links between ADHD and positive illusory bias (Bourchtein, Langberg, Owens, Evans, & Perera, 2017;Linnea, Hoza, Tomb, & Kaiser, 2012;Watabe, Owens, Serrano, & Evans, 2017). Social desirability, however, has shown mixed results regarding its association with ADHD (Hoza, Pelham, Dobbs, Owens, & Pillow, 2002;Ohan & Johnston, 2002).…”

Estimations of Competence in Neurodevelopmental Conditions

“…However, estimations of competence can also be measured by comparing an individual's estimate of their capabilities with that of other raters. In children, this external rater is often a parent or a teacher (Bourchtein, Langberg, Owens, Evans, & Perera, 2017). When comparing self-evaluations to an external rater's evaluations on a given task or skill, individuals in the general population tend to overestimate their skills.…”

“…daily cognitive requirements, graphomotor skills, executive tasks), and difficult physical activities for children with ADHD (Helseth, Bruce, & Waschbusch, 2016;Hoza et al, 2004;Volz-Sidiropoulou, Boecker, & Gauggel, 2016). Children with ADHD generally overestimate their abilities across multiple domains of functioning, such as behavioral, scholastic and social domains (Bourchtein et al, 2017). Although some positive self-perceptions seem to have an adaptive quality in the general population, PIB in individuals with ADHD has been associated with several negative outcomes.…”

“…Some studies have failed to identify a PIB in individuals with ADHD (Hoza et al, 2002;Jiang & Johnston, 2017). Some have suggested that differences in responses are attributable to methodological concerns, such as the use of arbitrary cut-off points when using discrepancy scores (Bourchtein et al, 2017). It has also been argued that comorbidities in areas such as depression, aggression, and academic difficulties, which are common in ADHD, have not always been adequately controlled for when examining PIB (Owens et al, 2007).…”

Transition bei ADHS

“…Für Eltern und die Behandler besteht die Herausforderung darin, Eigenverantwortung, Unterstützung und Autonomie in Einklang zu bringen [15]. Dabei legen Studien nahe, dass die Jugendlichen ihre Behandlungsfähigkeit im Grunde realistisch einschätzen [20]. Basierend auf internationalen Untersuchungen gilt die Empfehlung, mit der Transition bereits im Alter von 15 zu beginnen, also dem Alter, wo die meisten Jugendlichen noch in Behandlung sind [15,21].…”