Literaturnachweis - Detailanzeige
| Autor/inn/en | Mikami, Amori Yee; Hoza, Betsy; Hinshaw, Stephen P.; Arnold, L. Eugene; Hechtman, Lily; Pelham, William E., Jr. |
|---|---|
| Titel | Cross-Setting Correspondence in Sociometric Nominations among Children with Attention-Deficit/Hyperactivity Disorder |
| Quelle | In: Journal of Emotional and Behavioral Disorders, 23 (2015) 1, S.52-64 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1063-4266 |
| DOI | 10.1177/1063426613518244 |
| Schlagwörter | Children; Attention Deficit Hyperactivity Disorder; Peer Relationship; Psychopathology; Mainstreaming; Summer Programs; Emotional Disturbances; Behavior Disorders; Sociometric Techniques; Student Attitudes; Predictor Variables; Depression (Psychology); Antisocial Behavior; Self Disclosure (Individuals); Parent Attitudes; Teacher Attitudes; Student Adjustment; Behavior Modification; Intervention; Program Effectiveness; Statistical Analysis; Childrens Depression Inventory; Social Skills Rating System |
| Abstract | Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with Attention-Deficit/Hyperactivity Disorder (ADHD) who had peer sociometric nominations collected in general education classrooms and a Summer Treatment Program (STP) with all-EBD peers. Significant, small-to-medium correlations existed between nomination rates across settings. Lower rates of STP positive nominations and higher rates of STP negative nominations (but not classroom nominations) predicted exacerbated self-reported depression and antisocial behavior 1 year later. Lower rates of STP positive nominations, but higher rates of classroom positive nominations, predicted increased self-reported depression 2 years later. For children with high rates of classroom positive nominations, higher rates of STP positive nominations predicted reduced parent-reported internalizing behavior 1 year later. For children with low rates of classroom negative nominations, higher rates of STP negative nominations predicted increased teacher-reported externalizing behavior 1 year later and self-reported depression 2 years later. Results suggest that sociometric nominations collected within an EBD peer group may have stronger predictive power for later adjustment than nominations collected in a mainstream classroom. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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