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Parental influence on children with attention-deficit/hyperactivity disorder: I. Relationships between parent

Amori Yee Mikami1, Allison Jack, Christina C Emeh

  • 1University of Virginia, 102 Gilmer Hall Box 400400, Charlottesville, VA 22904-4400, USA. mikami@virginia.edu

Journal of Abnormal Child Psychology
|March 27, 2010
PubMed

Insights

Parents of children with Attention-Deficit/Hyperactivity Disorder (ADHD) exhibit distinct social behaviors impacting child peer relationships. Parental socialization and facilitation foster positive peer interactions, while criticism hinders them.

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Clinical Psychology

Background:

  • Children's peer relationships are crucial for social development.
  • Parental social competence and behaviors may influence children's peer interactions.
  • Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with social challenges.

Purpose of the Study:

  • To investigate the associations between children's peer relationships and parental social competence and behaviors.
  • To compare these associations in families of children with and without ADHD.

Main Methods:

  • 124 children (ages 6-10, 62 with ADHD) and their parents participated.
  • Children's peer relationships were assessed via parent/teacher reports and sociometric nominations.
  • Parental social competence and behaviors were measured through self-reports and observations during playgroups.

Main Results:

  • Parents of children with ADHD reported lower social skills, arranged fewer playdates, and showed more criticism.
  • Parental socialization and facilitation positively predicted children's peer relationships.
  • Parental corrective feedback and praise predicted poorer peer relationships.
  • Parental social skills correlated positively with child social skills but negatively with criticism and facilitation.
  • Parental behavior-peer relationship links were stronger for children with ADHD.

Conclusions:

  • Parental social competence and specific interaction behaviors are linked to children's peer relationship quality.
  • These links are particularly pronounced in families of children with ADHD.
  • Findings highlight potential targets for interventions aimed at improving social outcomes for children with ADHD.

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