Behavior and peer status in children with ADHD: continuity and change.
OBJECTIVE
Children with ADHD experience peer problems that may place them at risk for adverse outcomes. Using a short-term longitudinal design, this study links specific behaviors to peer functioning in groups of previously unfamiliar children with ADHD.


METHODS
The participants were 268 children with ADHD who took part in an intensive summer treatment program. The program used a comprehensive behavioral point system that yielded observational data for 12 behavioral categories. These behavioral categories were used to predict peer acceptance, rejection, and liking assessed at three times during the program.


RESULTS
Following activity rules, helping, whining, and attention emerged as best predictors of initial peer status. Subsequent helping behaviors and activity rule following predicted changes in peer status, but their contributions were small.


CONCLUSIONS
The results indicate that increasing helping and rule- following behaviors may improve peer functioning of children with ADHD in similar settings.
Mrug
Sylvie
S
Department of Psychology, University of Alabama at Birmingham, AL, USA.
Hoza
Betsy
B
Pelham
William E
WE
Gnagy
Elizabeth M
EM
Greiner
Andrew R
AR
D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis* / Q000523:psychology / Q000534:rehabilitation; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000175:diagnosis / Q000523:psychology / Q000534:rehabilitation; D001521:Behavior Therapy; D002165:Camping; D002648:Child; D005260:Female; D006379:Helping Behavior; D006608:Hierarchy, Social; D006801:Humans; D008297:Male; D010379:Peer Group; D010552:Personality Assessment; D012059:Rejection, Psychology; D012919:Social Behavior; D012925:Social Conformity; D012963:Sociometric Techniques; D016896:Treatment Outcome