This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Mrug, S. Articles by Greiner, A. R. Search for Related Content PubMed PubMed Citation Articles by Mrug, S. Articles by Greiner, A. R. Social Bookmarking                         What's this?

Behavior and Peer Status in Children With ADHD

Continuity and Change

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

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


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				R. A. Barkley Commentary on Hyper-activity in Children Having Behavior Disorders (Childers, 1935) J Atten Disord, November 1, 2009; 13(3): 229 - 231. [PDF]

				M. W. Firmin and A. Phillips A Qualitative Study of Families and Children Possessing Diagnoses of ADHD Journal of Family Issues, September 1, 2009; 30(9): 1155 - 1174. [Abstract] [PDF]

				S. Mrug, B. Hoza, A. C. Gerdes, S. Hinshaw, L. E. Arnold, L. Hechtman, and W. E. Pelham Discriminating Between Children With ADHD and Classmates Using Peer Variables J Atten Disord, January 1, 2009; 12(4): 372 - 380. [Abstract] [PDF]

				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]