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Discriminating Between Children With ADHD and Classmates Using Peer Variables

University of Alabama at Birmingham, sylva{at}uab.edu

Betsy Hoza

University of Vermont

Alyson C. Gerdes

Marquette University

Stephen Hinshaw

University of California, Berkeley

L. Eugene Arnold

Ohio State University

Lily Hechtman

McGill University

William E. Pelham

State University of New York at Buffalo

Objective: Impaired peer relationships have long been recognized as one of the major functional problems of children with ADHD, but no specific guidelines on clinical levels of impairment in this domain exist. Method: This study used Receiver Operating Characteristics methodology to determine what aspects of peer functioning best discriminate between children with ADHD and their classmates. Optimal cutoffs indicative of clinical levels of impairment associated with ADHD diagnosis were determined for all variables. The participants were 165 children with AD/HD who were part of the Multimodal Treatment Study of Children With ADHD and their 1,298 classmates. Results: Variables that best discriminated between children with ADHD and their classmates included peer rejection and negative imbalance between given and received liking ratings (i.e., children with ADHD liked others more than they were liked). Conclusion: Peer rejection and negative imbalance show most promise for identifying clinically significant levels of peer relationship impairment in children with ADHD. (J. of Att. Dis. 2009; 12(4) 372-380)

Key Words: AD/HD • ADHD • attention deficit/hyperactivity disorder • social impairment • peer relationships • Receiver Operating Characteristics

This version was published on January 1, 2009

Journal of Attention Disorders, Vol. 12, No. 4, 372-380 (2009)
DOI: 10.1177/1087054708314602


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