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Child Psychiatry & Human Development

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Gepubliceerd in: Child Psychiatry & Human Development 3/2014

01-06-2014 | Original Article

Sustained Impact of Inattention and Hyperactivity-Impulsivity on Peer Problems: Mediating Roles of Prosocial Skills and Conduct Problems in a Community Sample of Children

Auteurs: Brendan F. Andrade, Rosemary Tannock

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 3/2014

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Abstract

This prospective 2-year longitudinal study tested whether inattentive and hyperactive/impulsive symptom dimensions predicted future peer problems, when accounting for concurrent conduct problems and prosocial skills. A community sample of 492 children (49 % female) who ranged in age from 6 to 10 years (M = 8.6, SD = .93) was recruited. Teacher reports of children’s inattention, and hyperactivity/impulsivity symptoms, conduct problems, prosocial skills and peer problems were collected in two consecutive school years. Elevated inattention and hyperactivity/impulsivity in Year-1 predicted greater peer problems in Year-2. Conduct problems in the first and second years of the study were associated with more peer problems, and explained a portion of the relationship between inattention and hyperactivity/impulsivity with peer problems. However, prosocial skills were associated with fewer peer problems in children with elevated inattention and hyperactivity/impulsivity. Inattention and hyperactivity/impulsivity have negative effects on children’s peer functioning after 1-year, but concurrent conduct problems and prosocial skills have important and opposing impacts on these associations.
vorige artikel A Parental Report of Children’s Anxiety Symptoms in Japan
volgende artikel The Predictive Utility of Conduct Disorder Symptoms in Preschool Children: A 3-Year Follow-Up Study
Voetnoten
1
Note: Although more complex analyses are possible for a nested design, a simpler design that lends itself to more straightforward interpretation was chosen. We are confident that nesting of data did not have a major impact on the findings given that teacher’s ratings of inattention, hyperactivity-impulsivity, conduct problems and prosocial skills showed stability from Years 1 to 2, despite children being rated by different teachers. As such, it is reasonable to assume that the nested design structure did not bias the obtained findings.
 
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Metagegevens
Titel
Sustained Impact of Inattention and Hyperactivity-Impulsivity on Peer Problems: Mediating Roles of Prosocial Skills and Conduct Problems in a Community Sample of Children
Auteurs
Brendan F. Andrade
Rosemary Tannock
Publicatiedatum
01-06-2014
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development / Uitgave 3/2014
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-013-0402-x

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