Talkative Children: Verbal Fluency as a Marker for Problematic Peer Relationships in Clinic-Referred Children with Attention Deficits

Sandler, Adrian D.; Hooper, Stephen R.; Watson, Thomas E.; COLEMAN, WILLIAM L.; Footo, Marianna M.; Levine, Melvin D.

doi:10.2466/pms.1993.76.3.943

Cited by 12 publications

(7 citation statements)

References 5 publications

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“…By contrast, in a brief 2-week summer program with previously unacquainted peers, high verbal ability among children with ADHD may possibly lead to being perceived as a "know it all" or as someone who talks too much. This idea would be consistent with the findings of Sandler et al (1993), who postulate that higher verbal fluency may lead to poorer peer functioning in children with ADHD because these children talk about the wrong things at the wrong times.…”

Section: Moderation By Adhd Status and Gendersupporting

confidence: 88%

“…A study involving a large, community-based sample found that children with ADHD had elevated language problems, but no association between language impairment and social functioning (Sciberras et al, 2014). Furthermore, another study reported that verbal fluency was associated with greater (not less) teacher-reported peer problems among 32 children with high teacher-rated ADHD symptoms (Sandler et al, 1993). The authors postulate that this may have occurred because verbal fluency leads children with ADHD to excessive talking, which alienates peers.…”

Section: Verbal Ability Of Children With Adhdmentioning

confidence: 99%

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Associations Between Peer Functioning and Verbal Ability Among Children With and Without Attention-Deficit/Hyperactivity Disorder

Mikami

Münch

Hudec

2017

Journal of Emotional and Behavioral Disorders

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We examined the extent to which children’s skilled understanding and production of appropriate language (verbal ability) may relate to their peer functioning. Participants included two independent samples of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD; Study 1, N = 124; Study 2, N = 137) who were administered a standardized intelligence test to generate verbal ability scores. Teacher ratings on the Cooperation and Assertion subscales of the Social Skills Rating System (SSRS), teacher estimates of peer acceptance, parent ratings of conflict and disengagement on playdates, and peer sociometric ratings of liking were obtained. In both Study 1 and Study 2, after statistical control of ADHD diagnostic status, disruptive behavior comorbidities, and gender, higher verbal ability was associated with better peer functioning on the teacher-reported SSRS subscales and parent ratings of conflict and disengagement on playdates. In Study 2, interaction effects suggested that the positive association between verbal ability and good peer functioning existed for boys but not for girls. For children with ADHD (but not comparison children), better verbal ability was associated with higher teacher-reported peer acceptance but lower peer sociometric liking. Implications of these findings for conceptualization of peer problems, assessment, and intervention are discussed.

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Section: Moderation By Adhd Status and Gendersupporting

confidence: 88%

Section: Verbal Ability Of Children With Adhdmentioning

confidence: 99%

Associations Between Peer Functioning and Verbal Ability Among Children With and Without Attention-Deficit/Hyperactivity Disorder

Mikami

Münch

Hudec

2017

Journal of Emotional and Behavioral Disorders

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“…The verbal fluency test has been widely used in clinical settings, and is one of the few assessment tools that can be administered to individuals of various ages. It has been reported that the verbal fluency test is useful in assessing the cognitive deficits in children with various developmental or genetic disorders, including attention deficit hyperactivity disorders (Koziol & Stout, 1992;Sandler et al, 1993), early onset hydrocephalus (Brookshire et al, 1995;Holler et al, 1995), Turner's syndrome (Temple et al, 1996), and dyslexia (Bunn, 1995;Decker, 1989;Levin, 1990).…”

Section: Introductionmentioning

confidence: 99%

Performance of 7- to 95-year-old individuals in a Chinese version of the category fluency test

Chan

Poon

1999

J Int Neuropsychol Soc

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A version of the category fluency test including the categories of animal and transportation, was administered to 316 Chinese native speakers ranging in age from 7 to 95. Results indicated that the number of items generated in the category fluency test increases with age from childhood to adulthood with a peak performance in adults aged from 19 to 30, and then declines subsequently into late life. All participants, regardless of their age, generated more animal than transportation names. Educational level, but not gender, was a significant factor affecting their performance. The participants in all age groups committed very few intrusion and perseveration errors. The results of the present study were in general consistent with those reported in the western countries. Thus, it seems to be appropriate to apply the category fluency test, which was originally developed in western countries, for clinical use in Hong Kong. (JINS, 1999, 5, 525–533.)

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“…For example, children with identified learning disabilities frequently display disruptive and aggressive behaviors, possibly due to deficits in attention control and social information processing (Bryan, Wheeler, Felcan, & Henck, 1976;McConaughy & Ritter, 1986;Sandler et al, 1993). Attention deficits are associated with impulsive social information processing and hostile attributional biases (Dodge & Newman, 1981), high rates of boisterous and intrusive social behaviors (Whalen & Henker, 1985), frequent disruptions and rule violations in play (Landau & Moore, 1991), and elevated levels of negative affect in peer interactions (Whalen & Henker, 1985).…”

Section: Nih Public Accessmentioning

confidence: 99%

Disentangling the Impact of Low Cognitive Ability and Inattention on Social Behavior and Peer Relationships

Bellanti¹,

Bierman²

2000

Journal of Clinical Child Psychology

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Examined the shared and unique contributions of low cognitive ability and inattention to the development of social behavior problems and peer relationships of children at the time of school entry. Kindergarten and first-grade assessments of cognitive ability, inattention and prosocial and aggressive behavior were collected for a multisite, normative sample. Sociometric assessments of peer relationships were collected at the end of first grade. Cognitive ability and inattention both contributed to the prediction of social behavior and peer relationships. Low cognitive ability was particularly predictive of prosocial skill deficits, and social behavior mediated the relation between cognitive ability and social preference. Inattention predicted both prosocial skill deficits and elevated aggressive-disruptive behavior problems. Behavior problems partially mediated the relation between inattention and social preference. Identified subgroups of children with elevated levels of inattention or low cognitive ability showed different patterns of peer problems, with low acceptance characteristic of the low cognitive ability (only) group and high dislike ratings characteristic of the inattentive and inattentive/low-ability group. Implications are discussed for the design of early intervention and prevention programs.Children with learning problems, including those identified as learning disabled (McConaughy & Ritter, 1986;Nabuzoka & Smith, 1993), developmentally delayed (Guralnick & Groom, 1987) and low-achieving (Green, Forehand, Beck, & Vosk, 1980;Taylor, 1990), often experience problems gaining acceptance and avoiding rejection by peers. Poor peer relationships, in turn, predict serious difficulties in later life, including truancy, antisocial behavior, social anxiety, and an increased need for mental health services (Parker & Asher, 1987). Peer relationships provide an important context for the development of basic social Requests for reprints should be sent to Karen L. Bierman, Department of Psychology, Pennsylvania State University, 522 Moore Building, University Park, PA 16802. kb2@psu.edu. Christine Bellanti is now at Bradley Hospital, Brown University School of Medicine. 1 Members of the Conduct Problems Prevention Research Group (CPPRG), in alphabetical order, are Karen L. Bierman, Pennsylvania State University; John D. Coie, Duke University; Kenneth A. Dodge, Duke University; Mark T. Greenberg, Pennsylvania State University; John E. Lochman, University of Alabama; Robert J. McMahon, University of Washington; and Ellen Pinderhughes, Vanderbilt University.Publisher's Disclaimer: Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation ...

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Talkative Children: Verbal Fluency as a Marker for Problematic Peer Relationships in Clinic-Referred Children with Attention Deficits

Cited by 12 publications

References 5 publications

Associations Between Peer Functioning and Verbal Ability Among Children With and Without Attention-Deficit/Hyperactivity Disorder

Associations Between Peer Functioning and Verbal Ability Among Children With and Without Attention-Deficit/Hyperactivity Disorder

Performance of 7- to 95-year-old individuals in a Chinese version of the category fluency test

Disentangling the Impact of Low Cognitive Ability and Inattention on Social Behavior and Peer Relationships

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