[Isolation of children with attention deficit disorder in their classrooms]

The isolation of children with attention deficit disorder (ADD) among peers was examined by conducting sociometric tests in 28 classrooms to which ADD children belonged. The conclusions are as follows: 1. Among ADD children, 39.3% were classified as isolated children who received no Social Choice votes, a proportion that was significantly higher than normal controls. 2. Results suggests that isolation was correlated with such characteristics of ADD children as higher grade in school, later first consultation and lower IQ levels. 3. Classroom characteristics which correlated with isolation of ADD children were larger number of children per class and stronger class cohesion. It is thought that reducing the number of children in each class will be effective in preventing isolation of ADD children. 4. The possibility of an association between assessment of parents for social relationships of ADD children and their isolation exists and needs to be assessed. The authors emphasize the need for ADD children to have support in their interpersonal relationships, and discuss ways of intervention to prevent their being isolated in their classrooms.