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A Wind Tunnel for Odor Mediated Insect Behavioural Assays

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Peer relationships and prosocial behaviour differences across disruptive behaviours.

Sara V Milledge¹, Samuele Cortese¹, Margaret Thompson¹

¹Department of Psychology, University of Southampton, Southampton, SO17 1BJ, UK.

European Child & Adolescent Psychiatry

|November 3, 2018

Summary

Children with ADHD, ODD, and CD, including callous-unemotional traits, show peer relationship problems. Parent and teacher reports reveal differing impacts on social skills and prosocial behavior.

Keywords:

Attention-deficit/hyperactivity disorder Callous–unemotional traits Conduct disorder Oppositional defiant disorder Peer relationship problems Prosocial behaviour Sex

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Area of Science:

Child and Adolescent Psychiatry
Developmental Psychology
Behavioral Science

Background:

Social functioning and peer relationships are critical developmental outcomes.
Disentangling social deficits across disruptive behavior disorders like ADHD, ODD, CD, and CU traits is complex.
Sex differences in social impairments within these conditions require further investigation.

Purpose of the Study:

To investigate sex differences in social functioning and prosocial behavior impairments.
To examine the association of ADHD, ODD, CD, and CU traits with peer relationship problems and prosocial behavior.
To compare parent and teacher perspectives on these associations.

Main Methods:

A sample of 147 referred children and adolescents (aged 5-17 years) was assessed.
Parent and teacher reports of psychopathology symptoms were collected.
Peer relationship problems and prosocial behavior were evaluated using parent and teacher reports.

Main Results:

Increased ADHD Inattentive (parent-reported) and Hyperactive-Impulsive (teacher-reported) symptoms, CD, ODD, and CU traits were linked to peer relationship problems across sexes.
Teacher-reported ODD symptoms and parent/teacher-reported CU traits were associated with prosocial behavior difficulties in both boys and girls.
Sex accounted for additional variance in prosocial behavior deficits.

Conclusions:

Disruptive behaviors differentially associate with deficits in peer relationships and prosocial behavior.
Parent and teacher perspectives offer distinct insights into social outcomes for disruptive behaviors.
Findings underscore the importance of multi-informant assessments for understanding conduct problem-related constructs and social deficits.