Mother’s Observations of Biased Self-Perceptions in Children with ADHD

Fefer, Sarah A.; McQuade, Julia D.; Virga, Caitlin; Johnson, Autumn; Gordon, Kayla; Santiago-Rosario, María Reina; Reinbergs, Erik; Porter, Jessica

doi:10.1007/s10826-018-1060-1

Cited by 3 publications

(1 citation statement)

References 43 publications

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“…Alternatively, children with ADHD may rate their abilities as lower than non-ADHD children. Factors such as domain and context contribute to the extent children overestimate their abilities (Fefer et al, 2018).…”

Section: Discrepancies Between Parent and Child Ratingsmentioning

confidence: 99%

Parent and Child-Reported Strengths of Children With ADHD

Miller,

Jelinkova,

Charabin

et al. 2024

Canadian Journal of School Psychology

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A strength-based approach to childhood attention-deficit/hyperactivity disorder (ADHD) research highlights children’s positive attributes that can support their areas of difficulty. However, research on perceptions of a child’s positive attributes is understudied. Specifically, there is little research that examines strength-based perceptions of children with ADHD, and only one known article addresses parent perceptions of their children with ADHD. As such, this study analyzed parent and child-reported strengths in children with ADHD. Parent and child-reported strengths were measured using the Behavioral and Emotional Rating Scale—Second edition, Parent Form and Child Form (BERS-2). Results indicated that parents and children perceived strengths in the interpersonal, intrapersonal, and affective domains to be similar, falling in the Average range. However, children indicated their family involvement and school functioning fell within the Average range, whereas parents rated these domains below average. Positive parental perspectives of their children may promote positive parent-child interactions and serve as an overall protective factor for children with ADHD. Domains which parents and children see as strengths should be utilized to support areas of weakness. Strength-based research for children with ADHD and positive interventions utilizing strengths may benefit families with ADHD, as well as classroom teachers and school psychologists.

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Section: Discrepancies Between Parent and Child Ratingsmentioning

confidence: 99%

Parent and Child-Reported Strengths of Children With ADHD

Miller,

Jelinkova,

Charabin

et al. 2024

Canadian Journal of School Psychology

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Divergent Perceptions of ADHD among Diagnosed Adolescents and Their Parents: An Exploratory Study

Wong,

Hawes,

Dar-Nimrod

2024

J Child Fam Stud

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Differences in the perceptions of illness between patients and caregivers are associated with negative health-related outcomes. However, little is known about the correlates of divergent perceptions of ADHD among diagnosed adolescents and their parents. This study applied the Common-Sense Model of Illness Representations (CSM) to examine how parent perceptions of ADHD, including divergent parent-adolescent perceptions, relate to coping, quality of life (QoL), and treatment adherence, among adolescents with ADHD. Participants were 63 adolescents diagnosed with ADHD (10–18 years, 79.3% male, mean age = 14.28, SD = 2.07) and their parents (78.8% mothers), recruited from clinics and support services. Self-report measures were completed by adolescents and parents in isolation from one another. Results from a series of hierarchical regressions indicated that adolescents held less pessimistic views of the disorder and believed it was less biologically based than did parents. Divergent parent-adolescent perceptions regarding timeline and causes were significantly related to adolescent coping and QoL. Adolescents’ expectation of a shorter duration of ADHD was associated with reduced active coping. Their stronger attribution to insufficient efforts was associated with lower QoL. Although adolescents with a stronger belief in psychosocial causes exhibited poorer active coping and QoL, they exhibited greater active coping when their parents endorsed this belief. Taken together, these findings identify beneficial and detrimental beliefs about ADHD for both diagnosed adolescents and their parents. The results underscore the potential importance of beliefs about psychosocial causes to coping and well-being, as well as the importance of divergent parent-adolescent perceptions.

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Estimations of Competence in Neurodevelopmental Conditions

Wanstall

Doidge

Weiss

et al. 2019

Psihol. teme (Online)

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Estimations of competence paradigms offer methods to help us measure how well we track our performance. Bridging across the clinical research and metacognitive research traditions, we identified the Positive Illusory Bias (PIB), metamemory and meta-reasoning paradigms for assessing estimation of competence in neurodevelopmental conditions. Overall, studies from PIB paradigms suggest that individuals with Attention-Deficit Hyperactivity Disorder, Autism, Intellectual Disability and Learning Disability tend to display a positive bias in their performance relative to other informants. In metamemory paradigms, individuals with these neurodevelopmental conditions tend to show more discrepancy between their subjective judgments and their memory performance relative to comparison controls, but these findings have been less consistent than for PIB. Meta-reasoning has been less well-studied across neurodevelopmental conditions. In order to advance our understanding of whether estimation of competence is a significant domain for understanding neurodevelopmental conditions, consideration must be given to conceptual models for each neurodevelopmental condition, methodological issues (paradigm selection and interpretation of self-report and subjective judgment) and developmental considerations.

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Mother’s Observations of Biased Self-Perceptions in Children with ADHD

Cited by 3 publications

References 43 publications

Parent and Child-Reported Strengths of Children With ADHD

Parent and Child-Reported Strengths of Children With ADHD

Divergent Perceptions of ADHD among Diagnosed Adolescents and Their Parents: An Exploratory Study

Estimations of Competence in Neurodevelopmental Conditions

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