Top

Journal of Psychopathology and Behavioral Assessment

Gepubliceerd in:

01-06-2013

Friendship Intimacy Exchange Buffers the Relation between ADHD Symptoms and Later Social Problems among Children Attending an After-School Care Program

Auteurs: Stephen P. Becker, Paula J. Fite, Aaron M. Luebbe, Laura Stoppelbein, Leilani Greening

Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment | Uitgave 2/2013

Abstract

The friendships of children displaying symptoms of attention-deficit/hyperactivity disorder (ADHD) have been understudied, particularly in comparison to the domain of peer rejection. This study tested whether friendship intimacy exchange buffers the prospective relation between ADHD symptoms and social problems 1 year later in a sample of children attending a community-based after-school program. Children (N = 131; 53 % boys; 66 % African American) ranging from 5 to 13 years of age participated in this study. At baseline, children reported on friendship intimacy exchange with their identified best friend, and program staff rated children on ADHD symptoms and social problems. Staff ratings of children’s social problems were collected again 1 year later. Multiple regression analyses indicated that, after controlling for demographic variables and baseline social problems, friendship intimacy exchange significantly moderated the association between ADHD symptoms and social problems at the one-year follow-up. Specifically, the relation between ADHD and social problems was no longer significant for children reporting high levels of friendship intimacy exchange. This moderation was not further qualified by either child age or sex, although boys were more likely than girls to report low rates of friendship intimacy exchange. These findings indicate the importance of friendship intimacy for children displaying ADHD symptoms, who often experience significant peer problems. Friendship quality may be a promising target for prevention and intervention efforts in mitigating some of the long-term social problems associated with ADHD symptomatology, and future research is needed to extend these findings to other domains of friendship quality and clinical samples of children with ADHD.

vorige artikel Phenomenology of Clinic-Referred Children and Adolescents with Oppositional Defiant Disorder and Comorbid Anxiety

volgende artikel Screening for Psychopathy: Validation of the Psychopathic Personality Inventory-Short Form with Reference Scores

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms and profiles. Burlington, VT: University of Vermont Department of Psychiatry.

Bagwell, C. L., & Schmidt, M. E. (2011). Friendships in childhood and adolescence. New York: Guilford Press.

Bagwell, C., Molina, B. S. G., Pelham, W. E., & Hoza, B. (2001). Attention-deficit hyperactivity disorder and problems in peer relations: predictions from childhood to adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 1285–1292. doi:10.1097/00004583-200111000-00008.PubMedCrossRef

Becker, S. P., Langberg, J. M., Vaughn, A. J., & Epstein, J. N. (2012a). Clinical utility of the Vanderbilt ADHD diagnostic parent rating scale comorbidity screening scales. Journal of Developmental and Behavioral Pediatrics, 33, 221–228. doi:10.1097/DBP.0b013e318245615b.PubMedCrossRef

Becker, S.P., Luebbe, A.M., Langberg, J.M. (2012b). Co-occurring mental health problems and peer functioning among youth with attention-deficit/hyperactivity disorder: a review and recommendations for future research. Clinical Child and Family Psychology Review, 15, 279–302. doi: 10.1007/s10567-012-0122-y.

Berndt, T. J., & Perry, T. B. (1986). Children’s perceptions of friendships as supportive relationships. Developmental Psychology, 22, 640–648. doi:10.1037/0012-1649.22.5.640.CrossRef

Blachman, D. R., & Hinshaw, S. P. (2002). Patterns of friendship among girls with and without attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 30, 625–640. doi:10.1023/A:1020815814973.CrossRef

Buhrmester, D. (1990). Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence. Child Development, 61, 1101–1111. doi:10.1111/j.1467-8624.1990.tb02844.x.PubMedCrossRef

Buhrmester, D., & Furman, W. (1987). The development of companionship and intimacy. Child Development, 58, 1101–1113. doi:10.2307/1130550.PubMedCrossRef

Buysse, V., Goldman, B. D., & Skinner, M. L. (2003). Friendship formation in inclusive early childhood classrooms: what is the teacher’s role? Early Childhood Research Quarterly, 18, 485–501. doi:10.1016/j.ecresq.2003.09.007.CrossRef

Cardoos, S. L., & Hinshaw, S. P. (2011). Friendship as protection from peer victimization for girls with and without ADHD. Journal of Abnormal Child Psychology, 39, 1035–1045. doi:10.1007/s10802-011-9517-3.PubMedCrossRef

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2002). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). London, England: Routledge Academic.

Deater-Deckard, K. (2001). Annotation: recent research examining the role of peer relationships in the development of psychopathology. Journal of Child Psychology and Psychiatry, 42, 565–579. doi:10.1017/S0021963001007272.PubMedCrossRef

Diamantopoulou, S., Henricsson, L., & Rydell, A.-M. (2005). ADHD symptoms and peer relations of children in a community sample: examining associated problems, self-perceptions, and gender differences. International Journal of Behavioral Development, 29, 388–398. doi:10.1080/01650250500172756.

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45, 294–309. doi:10.1007/s10464-010-9300-6.PubMedCrossRef

Erhardt, D., & Hinshaw, S. P. (1994). Initial sociometric impressions of attention-deficit hyperactivity disorder and comparison boys: Predictions from social behaviors and from nonbehavioral variables. Journal of Consulting and Clinical Psychology, 62, 833–842.

Fite, P. J., Rathert, J. L., Stoppelbein, L., & Greening, L. (2012). Social problems as a mediator of the link between reactive aggression and withdrawn/depressed symptoms. Journal of Child and Family Studies, 21, 184–189. doi:10.1007/s10826-011-9461-4.CrossRef

Gest, S. D., Graham-Bermann, S. A., & Hartup, W. W. (2001). Peer experience: common and unique features of number of friendships, social network centrality, and sociometric status. Social Development, 10, 23–40. doi:10.1111/1467-9507.00146.CrossRef

Glass, K., Flory, K., & Hankin, B. L. (2012). Symptoms of ADHD and close friendships in adolescence. Journal of Attention Disorders, 16, 406–417.

Graham, J. W. (2009). Missing data analysis: making it work in the real world. Annual Review of Psychology, 60, 549–576. doi:10.1146/annurev.psych.58.110405.0855301.PubMedCrossRef

Greene, R. W., Biederman, J., Faraone, S. V., Sienna, M., & Garcia-Jetton, J. (1997). Adolescent outcome of boys with attention-deficit/hyperactivity disorder and social disability: results from a 4-year longitudinal follow-up study. Journal of Consulting and Clinical Psychology, 65, 758–767. doi:10.1037/0022-006X.65.5.758.PubMedCrossRef

Greene, R. W., Biederman, J., Faraone, S. V., Monuteaux, M. C., Mick, E., DuPre, E. P., et al. (2001). Social impairment in girls with ADHD: patterns, gender comparisons, and correlates. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 704–710. doi:10.1097/00004583-200106000-00016.PubMedCrossRef

Hartup, W. W. (1996). The company they keep: friendships and their developmental significance. Child Development, 67, 1–13. doi:10.1111/j.1467-8624.1996.tb01714.x.PubMedCrossRef

Heiman, T. (2005). An examination of peer relationships of children with and without attention deficit hyperactivity disorder. School Psychology International, 26, 330–339. doi:10.1177/0143034305055977.CrossRef

Howe, T. R., & Parke, R. D. (2001). Friendship quality and sociometric status: between-group differences and links to loneliness in severely abused and nonabused children. Child Abuse & Neglect, 25, 585–606. doi:10.1016/S0145-2134(01)00230-7.CrossRef

Howes, C., Matheson, C. C., & Wu, F. (1992). Friendships and social pretend play. In C. Howes, O. Unger, & C. C. Matheson (Eds.), The collaborative construction of pretend. Albany, NY: State University of New York Press.

Hoza, B. (2007). Peer functioning in children with ADHD. Journal of Pediatric Psychology, 32, 655–663. doi:10.1016/j.ambp.2006.04.011.PubMedCrossRef

Hoza, B., Mrug, S., Pelham, W. E., Greiner, A. R., & Gnagy, E. M. (2003). A friendship intervention for children with attention-deficit/hyperactivity disorder: preliminary findings. Journal of Attention Disorders, 6, 87–98. doi:10.1177/108705470300600301.PubMedCrossRef

Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al. (2005). What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder? Journal of Consulting and Clinical Psychology, 73, 411–423. doi:10.1037/0022-006X.73.3.411.PubMedCrossRef

Jones, D. C. (1991). Friendship satisfaction and gender: an examination of sex differences in contributors to friendship satisfaction. Journal of Social and Personal Relationships, 8, 167–185. doi:10.1177/0265407591082002.CrossRef

Jones, G. P., & Dembo, M. H. (1989). Age and sex role differences in intimate friendships during childhood and adolescence. Merrill-Palmer Quarterly, 35, 445–462.

Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67, 1103–1118. doi:10.1111/j.1467-8624.1996.tb01785.x.PubMedCrossRef

Laursen, B., Bukowski, W. M., Aunola, K., & Nurmi, J. E. (2007). Friendship moderates prospective associations between social isolation and adjustment problems in young children. Child Development, 78, 1395–1404. doi:10.1111/j.1467-8624.2007.01072.x.PubMedCrossRef

Lee, S. S., Lahey, B. B., Owens, E. B., & Hinshaw, S. P. (2008). Few preschool boys and girls with ADHD are well-adjusted during adolescence. Journal of Abnormal Child Psychology, 36, 373–383. doi:10.1007/s10802-007-9184-6.PubMedCrossRef

Mikami, A. Y. (2010). The importance of friendship for youth with attention-deficit/hyperactivity disorder. Clinical Child and Family Psychology Review, 13, 181–198. doi:10.1007/s10567-010-0067-y.PubMedCrossRef

Mikami, A. Y., & Hinshaw, S. P. (2006). Resilient adolescent adjustment among girls: buffers of childhood peer rejection and attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 34, 823–837. doi:10.1007/s10802-006-9062-7.CrossRef

Mikami, A. Y., Lerner, M. D., Griggs, M. S., McGrath, A., & Calhoun, C. D. (2010a). Parental influence on children with attention-deficit/hyperactivity disorder: II. Results of a pilot intervention training parents as friendship coaches for children. Journal of Abnormal Child Psychology, 38, 737–749. doi:10.1007/s10802-010-9403-4.PubMedCrossRef

Mikami, A. Y., Lerner, M. D., & Lun, J. (2010b). Social context influences on children’s rejection by their peers. Child Development Perspectives, 4, 123–130. doi:10.1111/j.1750-8606.2010.00130.x.CrossRef

Milich, R., Hartung, C. M., Martin, C., & Haigler, E. D. (1993). Behavioral disinhibition and underlying processes in adolescents with disruptive behavior disorders. In D. Routh (Ed.), Disruptive behavior disorders in childhood (pp. 109–138). New York, NY: Plenum.

Mrug, S., Hoza, B., & Gerdes, A. C. (2001). Children with attention deficit hyperactivity disorder: Peer relationships and peer-oriented interventions. In D. W. Nangle & C. A. Erdley (Eds.), The role of friendship in psychological adjustment (pp. 51–77). San Francisco, CA: Jossey-Bass.

Mrug, S., Molina, B.S.G., Hoza, B., Gerdes, A.C., Hinshaw, S.P., Hechtman, L., et al. (2012). Peer rejection and friendship in children with attention-deficit/hyperactivity disorder: Contributions to long-term outcomes. Journal of Abnormal Child Psychology, 40, 1013–1026. doi: 10.1007/s10802-012-9610-2.

Nijmeijer, J. S., Minderaa, R. B., Buitelaar, J. K., Mulligan, A., Hartman, C. A., & Hoekstra, P. J. (2008). Attention-deficit/hyperactivity disorder and social dysfunctioning. Clinical Psychology Review, 28, 692–708. doi:10.1016/j.cpr.2007.10.003.PubMedCrossRef

Normand, S., Schneider, B. H., & Robaey, P. (2007). Attention-deficit/hyperactivity disorder and the challenges of close friendship. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 16, 67–73.PubMed

Normand, S., Schneider, B. H., Lee, M. D., Maisonneuve, M.-F., Kuehn, S. M., & Robaey, P. (2011). How do children with ADHD (mis)manage their real-life dyadic friendships? A multi-method investigation. Journal of Abnormal Child Psychology, 39, 293–305. doi:10.1007/s10802-010-9450-x.PubMedCrossRef

Oh, W., Rubin, K. H., Bowker, J. C., Booth-LaForce, C., Rose-Frasnor, L., & Laursen, B. (2008). Trajectories of social withdrawal from middle childhood to early adolescence. Journal of Abnormal Child Psychology, 36, 553–566. doi:10.1007/s10802-007-9199-z.PubMedCrossRef

Owens, J. S., Goldfine, M. E., Evangelista, N. M., Hoza, B., & Kaier, N. M. (2007). A critical review of self-perceptions and the positive illusory bias in children with ADHD. Clincal Child and Family Psychology Review, 10, 335–351.

Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611–621. doi:10.1037/0012-1649.29.4.611.CrossRef

Parker, J. G., Rubin, K. H., Erath, S. A., Wojslawowicz, J. C., & Buskirk, A. A. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology, vol. 1: Theory and method (2nd ed., pp. 419–493). Hoboken, NJ: Wiley.

Pedersen, S., Vitaro, F., Barker, E. D., & Borge, A. I. H. (2007). The timing of middle-childhood peer rejection and friendship: Linking early behavior to early-adolescent adjustment. Child Development, 78, 1037–1051.

Pelham, W. E., Jr., & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 37, 184–214. doi:10.1080/15374410701818681.PubMed

Pelham, W. E., Jr., Evans, S. W., Gnagy, E. M., & Greenslade, K. E. (1992a). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders: prevalence, factor analyses, and conditional probabilities in a special education sample. School Psychology Review, 21, 285–299.

Pelham, W. E., Jr., Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992b). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 210–218. doi:10.1097/00004583-199203000-00006.PubMedCrossRef

Rielly, N. E., Craig, W. M., & Parker, K. C. H. (2006). Peer and parenting characteristics of boys and girls with subclinical attention problems. Journal of Attention Disorders, 9, 598–606. doi:10.1177/1087054705284245.PubMedCrossRef

Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: potential trade-offs for the emotional and development of girls and boys. Psychological Bulletin, 132, 98–131. doi:10.1037/0033-2909.132.1.98.PubMedCrossRef

Sanderson, C. A., Rahm, K. B., & Beigbeder, S. A. (2005). The link between pursuit of intimacy goals and satisfaction in close same-sex friendships: an examination of the underlying processes. Journal of Social and Personal Relationships, 22, 75–98. doi:10.1177/0265407505049322.CrossRef

Sax, L., & Kautz, K. J. (2003). Who first suggests the diagnosis of attention-deficit/hyperactivity disorder? Annals of Family Medicine, 1, 171–174. doi:10.1370/afm.3.PubMedCrossRef

Wayman, J.C. (2003). Multiple imputation for missing data: What is it and how can I use it? Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Weisman, S. A., & Gottfredson, D. C. (2001). Attrition from after school programs: characteristics of students who drop out. Prevention Science, 2, 201–205. doi:10.1023/A:1011515024809.PubMedCrossRef

Widaman, K. F. (2006). Missing data: what to do with or without them. Monographs of the Society for Research in Child Development, 71, 42–64. doi:10.1111/j.1540-5834.2006.00404.x.

Titel: Friendship Intimacy Exchange Buffers the Relation between ADHD Symptoms and Later Social Problems among Children Attending an After-School Care Program
Auteurs: Stephen P. Becker
Paula J. Fite
Aaron M. Luebbe
Laura Stoppelbein
Leilani Greening
Publicatiedatum: 01-06-2013
Uitgeverij: Springer US
Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment / Uitgave 2/2013
Print ISSN: 0882-2689
Elektronisch ISSN: 1573-3505
DOI: https://doi.org/10.1007/s10862-012-9334-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2013

Self-Stigma in Substance Abuse: Development of a New Measure

Screening for Psychopathy: Validation of the Psychopathic Personality Inventory-Short Form with Reference Scores

Dynamic of Change in Pathological Personality Trait Dimensions: A Latent Change Analysis Among at-Risk Women

Assessing Callous Unemotional Traits in Children Aged 7- to 12-Years: A Confirmatory Factor Analysis of the Inventory of Callous Unemotional Traits

Common and Distinct Associations Between Aggression and Alcohol Problems with Trait Disinhibition

The Factor Structure of the COPE Questionnaire in a Sample of Clinically Depressed and Anxious Adults