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What they want and what they get: The social goals of boys with ADHD and comparison boys

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Abstract

Twenty-seven boys diagnosed with attention-deficit hyperactivity disorder (ADHD) and 18 comparison boys participated in a competitive tetradic interaction task. Boys were individually interviewed before the game about their goals for the interaction, and adult observers inferred boys' social goals from videotapes of the interaction. Social acceptance was determined by combining positive and negative sociometric nominations collected through individual interviews at the end of the summer research program in which the interaction was held. In their self-reports, ADHD-high aggressive boys prioritized trouble-seeking and fun at the expense of rules to a greater extent than did both ADHD-low aggressive and comparison boys. Observers judged ADHD-high-aggressive boys to seek attention more strongly and seek fairness less strongly than the other two groups. Self-reported goals of defiance and cooperation predicted boys' end-of-program social standing, even with interactional behaviors and subgroup status controlled statistically. Observer-inferred goals were differentially associated with social acceptance for ADHD and comparison boys, suggesting discontinuities in peer interaction processes. Differentiation of goals from behavior and the integral role of children's goals in peer acceptance are discussed.

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Authors and Affiliations

  1. University of California at Berkeley, 94720, Berkeley, California, USA

    Sharon M. Melnick & Stephen P. Hinshaw

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  1. Sharon M. Melnick
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  2. Stephen P. Hinshaw
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Additional information

This research received primary support from National Institute of Mental Health Grant RO1 MH45064, awarded to Stephen P. Hinshaw. Special acknowledgments are due to the child participants and the many dedicated interviewers and behavior observers who made this study possible.

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Melnick, S.M., Hinshaw, S.P. What they want and what they get: The social goals of boys with ADHD and comparison boys. J Abnorm Child Psychol 24, 169–185 (1996). https://doi.org/10.1007/BF01441483

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