Peer problems in Attention Deficit Hyperactivity Disorder: current status and future directions.
This article extends previous reviews regarding the peer problems of children with Attention Deficit Hyperactivity Disorder (ADHD) in several ways. In addition to summarizing past and current literature regarding the social behaviors of children with ADHD, these behaviors are discussed in terms of subtype and gender differences and treatment implications. Given limited effectiveness of treatment options, whether it be medication, behavioral modification, or social skills training, there is a need to examine additional factors that may contribute to the social impairment of children with ADHD. Therefore, this review focuses on potential neuropsychological deficits, biased perceptions of social ability, and deficits in encoding and processing social information that may contribute to the social impairment of children with ADHD. These topics are discussed both in terms of their contribution to our understanding of the peer problems of children with ADHD and as potential avenues for future research.
McQuade
Julia D
JD
Psychology Department, University of Vermont, Burlington, Vermont 05405, USA. Julia.mcquade@uvm.edu
Hoza
Betsy
B
D000124:Achievement; D000339:Affect; D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology* / Q000523:psychology*; D003072:Cognition Disorders / Q000175:diagnosis / Q000453:epidemiology; D005544:Forecasting; D006801:Humans; D009483:Neuropsychological Tests; D010379:Peer Group; D012649:Self Concept; D012920:Social Behavior Disorders / Q000453:epidemiology