Gender and conduct problems predict peer functioning among children with attention-deficit/hyperactivity disorder
Amori Yee Mikami1, Jill Lorenzi
1University of Virginia, USA. mikami@psych.ubc.ca
Summary
Children with attention-deficit/hyperactivity disorder (ADHD) and conduct problems struggle with peer relationships. The impact of conduct issues on social functioning is more pronounced in girls with ADHD.
Area of Science:
- Child Psychology
- Neurodevelopmental Disorders
Background:
- Children with attention-deficit/hyperactivity disorder (ADHD) often experience peer relationship difficulties.
- Previous research has largely focused on boys, neglecting potential gender differences.
Purpose of the Study:
- To investigate the influence of child gender, ADHD status, and conduct problems on peer relationships.
- To examine gender-specific effects of conduct problems on social functioning in children with ADHD.
Main Methods:
- 125 children (ages 6-10) participated, including 63 with ADHD and 62 controls.
- Data collected via teacher reports, lab observations, parent reports, and peer sociometric nominations.
- Conduct problems were assessed dimensionally.
Main Results:
- Children with ADHD and those with high conduct problems showed more impaired peer relationships.
- No overall gender differences in social functioning were observed.
- An interaction effect indicated that conduct problems more negatively impacted girls' peer relationships than boys'.
Conclusions:
- ADHD and conduct problems are significant risk factors for peer relationship difficulties.
- The findings highlight a gender-specific vulnerability, with girls experiencing a stronger negative effect of conduct problems on social functioning.
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