Gender and Conduct Problems Predict Peer Functioning among Children with Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Mikami, Amori Yee; Lorenzi, Jill
Titel	Gender and Conduct Problems Predict Peer Functioning among Children with Attention-Deficit/Hyperactivity Disorder
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 40 (2011) 5, S.777-786 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
DOI	10.1080/15374416.2011.597089
Schlagwörter	Attention Deficit Hyperactivity Disorder; Peer Relationship; Gender Differences; Males; Predictor Variables; Children; Behavior Problems + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Geschlechterkonflikt; Male; Männliches Geschlecht; Prädiktor; Child; Kind; Kinder
Abstract	Children with attention-deficit/hyperactivity disorder (ADHD) often have poor relationships with peers. However, research on this topic has predominantly focused on boys. This study considered child gender, ADHD status, and dimensionally assessed conduct problems as predictors of peer relationship difficulties. Participants were 125 children (ages 6-10; 67% male), 63 with clinical diagnoses of ADHD and 62 non-ADHD comparison youth. Conduct problems were reported by teachers and observed in a lab playgroup. Peer relationships were assessed by parent report, teacher report, and peer sociometric nominations in the playgroup. Results suggested that children with ADHD, as well as those with high conduct problems, displayed more impaired peer relationships than did comparison children and those with low conduct problems, but overall there were no gender differences in social functioning. However, statistical interactions appeared such that the negative impact of conduct problems on peer relationships was stronger for girls than for boys. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10