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Journal of Attention Disorders, Vol. 10, No. 4, 359-371 (2007)
DOI: 10.1177/1087054706288117

Behavior and Peer Status in Children With ADHD

Continuity and Change

Sylvie Mrug

University of Alabama at Birmingham

Betsy Hoza

University of Vermont

William E. Pelham

State University of New York at Buffalo

Elizabeth M. Gnagy

State University of New York at Buffalo

Andrew R. Greiner

State University of New York at Buffalo

Objective: Children with ADHD experience peer problems that may place them at risk for adverse outcomes. Using a short-term longitudinal design, this study links specific behaviors to peer functioning in groups of previously unfamiliar children with ADHD. Method: The participants were 268 children with ADHD who took part in an intensive summer treatment program. The program used a comprehensive behavioral point system that yielded observational data for 12 behavioral categories. These behavioral categories were used to predict peer acceptance, rejection, and liking assessed at three times during the program. Results: Following activity rules, helping, whining, and attention emerged as best predictors of initial peer status. Subsequent helping behaviors and activity rule following predicted changes in peer status, but their contributions were small. Conclusion: The results indicate that increasing helping and rule- following behaviors may improve peer functioning of children with ADHD in similar settings. (J. of Att. Dis. 2007; 10(4) 359-371)

Key Words: peer status • change • behavior • ADHD


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Home page
 Clinical Case StudiesHome page
S. Mrug and J. B. Hodgens
Behavioral Summer Treatment Program Improves Social and Behavioral Functioning of Four Children With Asperger's Disorder
Clinical Case Studies, June 1, 2008; 7(3): 171 - 190.
[Abstract] [PDF]