Abstract
A sequential observational approach was used to compare peer interactions in 10 mixed dyads of ADD-H and non-Add-H boys and 10 dyads of non-ADD-H boys in laboratory cooperative and school classroom task analogue activities. Mixed dyads were found to have a greater frequency of aggression and less joint activity than control dyads in specific situations. No differences were found for measures of functional attention as measured by frequency, duration, and mean duration of task-oriented behavior. Lag sequential analyses revealed two major sequences that differentiated mixed from normal dyads. These were Verbal Reciprocity (a measure of reciprocal verbal interaction) and Retreat (a measure of social withdrawal following aggression).
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This research was assisted by grants from the Social Science and Humanities Research Council of Canada and Medical Research Council. The authors would like to express appreciation to Russell A. Barkley for his helpful comments regarding the manuscript. Copies of all questionnaires and the coding manual are available upon request.
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Clark, M.L., Cheyne, J.A., Cunningham, C.E. et al. Dyadic peer interaction and task orientation in attention-deficit-disordered children. J Abnorm Child Psychol 16, 1–15 (1988). https://doi.org/10.1007/BF00910496
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DOI: https://doi.org/10.1007/BF00910496