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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Modeling in Therapy01:26

Modeling in Therapy

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Participant Modeling
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Conduct Disorder

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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
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Behavior Modification

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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
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Peer problems in Attention Deficit Hyperactivity Disorder: current status and future directions.

Julia D McQuade1, Betsy Hoza

  • 1Psychology Department, University of Vermont, Burlington, Vermont 05405, USA. Julia.mcquade@uvm.edu

Developmental Disabilities Research Reviews
|December 17, 2008
PubMed
Summary

Children with Attention Deficit Hyperactivity Disorder (ADHD) face peer problems due to social impairments. This review explores neuropsychological deficits and information processing issues contributing to these social difficulties in ADHD.

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Published on: June 12, 2020

Area of Science:

  • Neuroscience
  • Child Psychology
  • Developmental Psychology

Background:

  • Children with Attention Deficit Hyperactivity Disorder (ADHD) exhibit significant peer problems.
  • Existing reviews focus on social behaviors, but treatment effectiveness is limited.
  • Further investigation into underlying factors is crucial for understanding social impairments.

Purpose of the Study:

  • To extend previous reviews on ADHD peer problems by examining additional contributing factors.
  • To explore potential neuropsychological deficits and social information processing issues.
  • To identify new research avenues for addressing social impairments in ADHD.

Main Methods:

  • Comprehensive literature review of past and current research.
  • Analysis of social behaviors, considering subtype and gender differences.
  • Focus on neuropsychological deficits, social perception biases, and information encoding/processing.

Main Results:

  • Social impairments in ADHD are complex and not fully addressed by current treatments.
  • Neuropsychological deficits may play a role in social difficulties.
  • Biased social perceptions and information processing deficits are potential contributors.

Conclusions:

  • Understanding ADHD-related peer problems requires examining factors beyond overt social behaviors.
  • Neuropsychological and social information processing deficits offer promising areas for future research.
  • Targeting these underlying mechanisms may lead to more effective interventions for social difficulties in ADHD.