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Discriminating Between Children With ADHD and Classmates Using Peer Variables
Sylvie Mrug*,
Betsy Hoza,
Alyson C. Gerdes,
Stephen Hinshaw,
L. Eugene Arnold,
Lily Hechtman,
and
William E. Pelham
* To whom correspondence should be addressed. E-mail: sylva{at}uab.edu.
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Abstract |
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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 ADHD 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. 2008; XX(X) xx-xx)
First published on April 3, 2008, doi:10.1177/1087054708314602
Journal of Attention Disorders 2009;12:372.
A more recent version of this article appeared on January 1, 2009
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