Abstract
Groups of 30 ADD-H boys and 90 normal boys were divided into 30 mixed dyads composed of a normal and an ADD-H boy, and 30 normal dyads composed of 2 normal boys. Dyads were videotaped interacting in 15-minute freeplay, 15-minute cooperative task, and 15-minute simulated classroom settings. Mixed dyads engaged in more controlling interaction than normal dyads in both free-play and simulated classroom settings. In the simulated classroom, mixed dyads completed fewer math problems and were less compliant with the commands of peers. ADD-H children spent less simulated classroom time on task and scored lower on drawing tasks than normal peers. Older dyads proved less controlling, more compliant with peer commands,more inclined to play and work independently, less active, and more likely to remain on task during the cooperative task and simulated classroom settings. Results suggest that the ADD-H child prompts a more controlling, less cooperative pattern of responses from normal peers.
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This research was supported by a grant from the Medical Research Council of Canada. The authors would like to express their appreciation to Myrna Pond, Judy Buller, and Barry Benness for research assistance. Russell Barkley, M. Louise Clark, and Charlotte Johnston provided helpful comments during preparation of the manuscript.
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Cunningham, C.E., Siegel, L.S. Peer interactions of normal and attention-deficit-disordered boys during free-play, cooperative task, and simulated classroom situations. J Abnorm Child Psychol 15, 247–268 (1987). https://doi.org/10.1007/BF00916353
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DOI: https://doi.org/10.1007/BF00916353