title: Social perspective-taking and teacher ratings of peer interaction in hyperactive boys.
abstract: Hyperactive and matched control boys at two age levels were compared on teacher ratings of peer interaction and three measures of social perspective-taking. The teachers' ratings of peer interaction discriminated between the hyperactive children and their controls. In addition, a significant interaction effect indicated that teachers rated the older hyperactive group as more deviant with peers than both their younger hyperactive counterparts and their age-matched controls. In a structured laboratory setting, the hyperactive children did not differ from control children on the three measures of social perspective-taking. The perspective-taking measures did, however, show differences across age groups. Implications for treatment are examined.
mesh_terms: D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003142:Communication; D006801:Humans; D006948:Hyperkinesis / Q000523:psychology*; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D012938:Social Perception