Peer Rejection and Friendships in Children with Attention-Deficit/Hyperactivity Disorder: Contributions to Long-Term Outcomes

Mrug, Sylvie; Molina, Brooke S. G.; Hoza, Betsy; Gerdes, Alyson C.; Hinshaw, Stephen P.; Hechtman, Lily; Arnold, L. Eugene

doi:10.1007/s10802-012-9610-2

Cited by 238 publications

(213 citation statements)

References 77 publications

(112 reference statements)

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“…31 Consistent with previous research, 32 peer problems were elevated in our ADHD group, with large effect sizes observed. Peer problems in children who have ADHD do not generally respond to ADHD treatment, 33 and require specific intervention.…”

Section: Discussionmentioning

confidence: 99%

Functional Status in Children With ADHD at Age 6–8: A Controlled Community Study

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Children who have attentiondeficit/hyperactivity disorder (ADHD) attending clinical services have poorer outcomes in adolescence on a range of measures. However, it is unknown how early in development these impairments appear, particularly for community-ascertained samples.WHAT THIS STUDY ADDS: At age 6 to 8 years, children in the community with ADHD have significantly poorer mental health, academic performance and social function compared with control children. Children who have impairing ADHD symptoms should be referred early for assessment and intervention. abstract OBJECTIVES: To examine the functional status (mental health, academic performance, peer problems) of a community-based sample of children who have attention-deficit/hyperactivity disorder (ADHD) and non-ADHD controls, and to investigate gender and subtype differences. METHODS:Children aged 6 to 8 years were recruited through 43 Melbourne schools, using a 2-stage screening (parent and teacher Conners 3 ADHD index) and case confirmation (Diagnostic Interview Schedule for Children, Version IV; [DISC-IV]) procedure. Outcome measures were mental health disorders (DISC-IV), academic performance (Wide Range Achievement Test 4), and peer problems (Strength and Difficulties Questionnaire). Unadjusted and adjusted linear and logistic regression were used to compare ADHD and non-ADHD controls.RESULTS: A total of 179 children who have ADHD and 212 non-ADHD controls were recruited. Compared with controls, children who had ADHD had higher odds of externalizing (odds ratio [OR], 11.0; 95% confidence interval [CI], 5.6-21.6; P , .001) and internalizing (OR, 2.9; 95% CI, 1.2-7.2; P = .02) disorders; poorer reading (effect size, 20.66) and mathematics (effect size, 20.69) performance; and more peer problems (P , .001). Boys and girls who had ADHD were equally impaired. Only 17% of children in our ADHD group had been previously diagnosed. Previous diagnosis was higher in the Combined group and for boys. CONCLUSIONS:In their second year of school, children who had ADHD performed worse than controls across all functional domains, yet only a minority had been formally diagnosed with ADHD. Findings highlight the need for earlier diagnosis and intervention. Pediatrics 2014;134: e992-e1000 Dr Efron conceptualized and designed the study and drafted the initial manuscript; Dr Sciberras contributed to the conception and design of the study, carried out the analyses, reviewed and revised the manuscript, and provided critical input; Drs Anderson and Hazell contributed to the conception and design of the study, reviewed and revised the manuscript, and provided critical input; Dr Ukoumunne contributed to the conception and design of the study, reviewed and revised the manuscript, and provided statistical input; Dr Jongeling contributed to the conception and design of the study and reviewed and revised the manuscript; Mr Bisset and Ms Schilpzand coordinated the study, collected study data, and reviewed and revised the manuscript; Dr Nicholson contrib...

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Section: Discussionmentioning

confidence: 99%

Functional Status in Children With ADHD at Age 6–8: A Controlled Community Study

et al. 2014

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“…Some studies in samples of children with externalizing behavior or ADHD have found that having at least one good friend buffers the negative effects of peer rejection on maladjustment [34,35] and receipt of victimization [36]. However, other work involving an ADHD sample found that only peer rejection, and not friendship, contributed to negative outcomes such as depression 6 and 8 years later [37]. The mixed results may be attributable to the fact that these studies have focused on the quantity of friends as a predictor, and have not considered friendship quality, stability, or the characteristics of the friends.…”

Section: Implications Of Peer Problems For Maladjustmentmentioning

confidence: 99%

The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD

Mikami

Normand

2015

Curr Dev Disord Rep

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Children with Attention Deficit/Hyperactivity Disorder (ADHD) often have poor peer relationships, as evidenced by difficulties in being accepted and befriended by peers, as well as poor quality and stability in any friendships they do have. This peer impairment is important for researchers and clinicians to consider because it can exacerbate behavior problems, emotional maladjustment, and academic failure over time in children with ADHD. In this review, we highlight the important ways in which children with ADHD demonstrate impairment in their peer relationships. We argue that the traditional conceptualization of peer problems, which focuses on inappropriate behaviors within children with ADHD to explain their social difficulties, fails to take into account peer group factors that also contribute to the peer impairment seen in ADHD populations. Further, the predominant focus on changing the behavior deficits of children with ADHD has limited the design of effective treatments that address the multifaceted reasons for peer impairment in this population. We conclude with a discussion of implications and future directions for clinical intervention and research.

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“…Moreover, if there is only one computer available in a classroom, students often have to share this computer. It is reasonable to consider that students with ADHD might not have easy accessibility to the one computer that is shared by the whole class, as a result of a lack of self-esteem due to past experiences of being socially excluded by their classmates (33,34).…”

Section: Discussionmentioning

confidence: 99%

Computer use in educational activities by students with ADHD

Bolic

Lidström

Thelin

et al. 2013

Scandinavian Journal of Occupational Therapy

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Aim: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population. Methods: The design of the study was cross-sectional with group comparison. Students with ADHD (n=102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n=940) were used as a reference group. The result showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.

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Peer Rejection and Friendships in Children with Attention-Deficit/Hyperactivity Disorder: Contributions to Long-Term Outcomes

Cited by 238 publications

References 77 publications

Functional Status in Children With ADHD at Age 6–8: A Controlled Community Study

Functional Status in Children With ADHD at Age 6–8: A Controlled Community Study

The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD

Computer use in educational activities by students with ADHD

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