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Problematic Peer Functioning in Girls with ADHD: A Systematic Literature Review.

Francien M Kok¹, Yvonne Groen¹, Anselm B M Fuermaier¹

¹Department of Clinical and Developmental Neuropsychology, University of Groningen, Grote Kruisstraat 2/1, Groningen, The Netherlands.

|November 22, 2016

Summary

Girls with attention deficit hyperactivity disorder (ADHD) experience significant peer relationship challenges, including difficulties with friendships, social skills, and increased victimization. This review highlights these issues in girls with ADHD compared to typically developing peers.

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Area of Science:

Psychology
Child Development
Neurodevelopmental Disorders

Background:

Attention deficit hyperactivity disorder (ADHD) is associated with peer interaction problems.
Research on peer functioning in girls with ADHD is limited and often uses male comparison samples.
Understanding gender-specific peer difficulties in ADHD is crucial.

Purpose of the Study:

To review and synthesize existing literature on peer functioning in school-aged girls with ADHD.
To compare peer functioning in girls with ADHD to typically developing girls.
To identify specific areas of social difficulty for girls with ADHD.

Main Methods:

A literature search was conducted using PsychINFO, PubMed, and Web of Knowledge.
Studies compared school-aged girls with ADHD to typically developing girls (TDs).
Peer functioning domains included friendship, peer status, social skills, and victimization.

Main Results:

Girls with ADHD showed more difficulties in friendship, peer status, social skills, and victimization compared to TD girls.
Lower friendship participation, higher peer rejection, and significant social skills deficits were noted.
Girls with ADHD experienced very high levels of peer victimization and overall social disability.

Conclusions:

Girls with ADHD consistently exhibit peer functioning difficulties across multiple domains.
Evidence supports significant challenges in friendship, peer status, social skills, and increased victimization.
Findings underscore the need for gender-specific interventions for girls with ADHD.