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Children Should Be Seen and Heard

Self-Report of Feelings and Behaviors in Primary-School-Age Children With ADHD

Southern Health Child and Adolescent Mental Health Service and Monash University Centre for Developmental Psychiatry and Psychology, Ester.Klimkeit{at}med.monash.edu.au

Claire Graham

Southern Health Child and Adolescent Mental Health Service and Monash University Centre for Developmental Psychiatry and Psychology

Paul Lee

Southern Health Child and Adolescent Mental Health Service and Monash University Centre for Developmental Psychiatry and Psychology

Megan Morling

Southern Health Child and Adolescent Mental Health Service and Monash University Centre for Developmental Psychiatry and Psychology

Diana Russo

Southern Health Child and Adolescent Mental Health Service and Monash University Centre for Developmental Psychiatry and Psychology

Bruce Tonge

Southern Health Child and Adolescent Mental Health Service and Monash University Centre for Developmental Psychiatry and Psychology

Objective: The belief that children with externalizing disorders have difficulties with self-awareness raises the question of whether children with externalizing disorders are good informants of their own behavior.

Method: This study investigates how children with ADHD rate their behaviors compared to children without ADHD on a new rating scale (the Self-Evaluation Scale for Children).

Results: Preliminary results indicate that this rating scale has acceptable reliability and validity. Furthermore, children with ADHD are found to provide useful information about their feelings and behaviors. Compared to children without ADHD, children with ADHD report more disorganized, disruptive, and impulsive behaviors; poorer self-perception; and poorer social and communication skills. They do not report any less interest in school activities nor more anxiety than the children without ADHD.

Conclusion: These findings suggest that children with ADHD are more self-aware than previously thought, and this information should inform our clinical and research practice.

Key Words: self-report • ADHD • children • rating scale

Journal of Attention Disorders, Vol. 10, No. 2, 181-191 (2006)
DOI: 10.1177/1087054706289926


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