Difficulties in Initiating and Sustaining Peer Friendships: Perspectives on Students Diagnosed with AD/HD

Autor/inn/en	Taylor, Myra; Houghton, Stephen
Titel	Difficulties in Initiating and Sustaining Peer Friendships: Perspectives on Students Diagnosed with AD/HD
Quelle	In: British Journal of Special Education, 35 (2008) 4, S.209-219 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
Schlagwörter	Hyperactivity; Attention Deficit Disorders; Friendship; Foreign Countries; Clinical Diagnosis; Peer Relationship; Interviews; Socialization; Social Isolation; Age Differences; Mother Attitudes; Teacher Attitudes; Child Development + Suchen Sie Ihr Suchwort? Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Freundschaft; Ausland; Peer-Beziehungen; Interviewing; Interviewtechnik; Socialisation; Sozialisation; Soziale Isolation; Age; Difference; Age difference; Altersunterschied; Mutterliebe; Lehrerverhalten; Kindesentwicklung
Abstract	In this article, Myra Taylor, research fellow, and Professor Stephen Houghton of the Centre for Child and Adolescent Related Disorders at the University of Western Australia, report theory generated from interviews with teachers, students and mothers residing in Perth, Western Australia, on how children with attention-deficit/hyperactivity disorder (AD/HD) initiate and sustain peer relationships. An initial review of the three sample groups' respective perspectives reveals that children with AD/HD exhibit three distinct socialisation patterns: a socially integrated pattern (that is, having three or more ongoing friendship pairings with peers); a marginal integrated pattern (that is, having two or less ongoing friendship pairings with peers); and a socially isolated pattern (that is, having no, or infrequent, friendship pairings with peers). Both teacher and maternal perspectives are similar in so far as both perceive children with attention deficit disorders to have marginal to non-existent friendships. Students with AD/HD perceive themselves, however, as having strongly to marginally formed friendships with their peers. Myra Taylor and Stephen Houghton explore suggestions that differences between adult and child perspectives relate to diagnostic status, age and developmental maturity. They identify opportunities for further research arising out of their work and indicate that a wider evidence base will be needed before robust recommendations for practice can be made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10