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Discriminating between children with ADHD and classmates using peer variables.

Sylvie Mrug1, Betsy Hoza, Alyson C Gerdes

  • 1University of Alabama at Birmingham, Birmingham, AL 35294-1200, USA. sylva@uab.edu

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PubMed
Summary

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often struggle with peer relationships. Peer rejection and liking imbalance are key indicators of clinically significant impairment in these children.

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Published on: March 12, 2020

Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Social Functioning

Background:

  • Impaired peer relationships are a significant functional challenge for children with Attention-Deficit/Hyperactivity Disorder (ADHD).
  • Current clinical guidelines lack specific metrics for assessing peer relationship impairment in ADHD.

Purpose of the Study:

  • To identify specific aspects of peer functioning that effectively differentiate children with ADHD from their peers.
  • To establish optimal cutoffs for variables indicating clinically significant peer relationship impairment in ADHD.

Main Methods:

  • Employed Receiver Operating Characteristics (ROC) methodology.
  • Analyzed peer functioning data from 165 children with ADHD (from the Multimodal Treatment Study of Children With ADHD) and 1,298 classmates.
  • Determined optimal cutoffs for discriminating variables.

Main Results:

  • Peer rejection emerged as a significant discriminator between children with ADHD and their peers.
  • A negative imbalance in liking ratings (children with ADHD liking others more than being liked) also strongly discriminated between groups.
  • These variables indicate clinically significant peer relationship impairment.

Conclusions:

  • Peer rejection and negative liking imbalance are promising indicators for identifying clinically significant peer relationship impairment in children with ADHD.
  • These findings can inform the development of specific assessment guidelines for ADHD.