Hyperactive Children and Peer Interaction: Knowledge and Performance of Social Skills

Overview

Journal J Abnorm Child Psychol

Publisher Springer

Date 1987 Mar 1

PMID 3571733

Citations 9

Authors

M M Grenell

C R Glass

K S Katz

Affiliations

Soon will be listed here.

Abstract

This study investigated hyperactive children's peer relations using the framework of social skills theory. Subjects' (15 hyperactive and 15 control boys aged 7 through 11) knowledge of socially appropriate behavior was assessed using the Social Knowledge Interview (Geraci & Asher, 1980). Additionally, performance of social skills with peers was rated by independent judges during free play, a cooperative puzzle task, and a persuasion task. Peers also rated subjects' desirability as partners for work, play, and friendship. Analyses showed that hyperactive subjects had deficits in knowledge of how to maintain relationships and handle interpersonal conflict, and demonstrated more negative behavior in the cooperative puzzle task than did controls. Hyperactive subjects also were rated by judges as less likely to achieve academic success than controls and were rated by peers as less desirable potential work partners in school. Significant correlations between social knowledge and performance with peers were found. It was concluded that hyperactive boys exhibit deficits both in their social knowledge and in their performance of socially skilled behavior.

Citing Articles

Positive Parenting Interacts with Child Temperament and Negative Parenting to Predict Children's Socially Appropriate Behavior.

Danzig A, Dyson M, Olino T, Laptook R, Klein D J Soc Clin Psychol. 2017; 34(5):411-435.

PMID: 28824223 PMC: 5560516. DOI: 10.1521/jscp.2015.34.5.411.

Pragmatic deficits and social impairment in children with ADHD.

Staikova E, Gomes H, Tartter V, McCabe A, Halperin J J Child Psychol Psychiatry. 2013; 54(12):1275-83.

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A comparison of social cognitive profiles in children with autism spectrum disorders and attention-deficit/hyperactivity disorder: a matter of quantitative but not qualitative difference?.

Demopoulos C, Hopkins J, Davis A J Autism Dev Disord. 2012; 43(5):1157-70.

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Social information processing in elementary-school aged children with ADHD: medication effects and comparisons with typical children.

King S, Waschbusch D, Pelham Jr W, Frankland B, Andrade B, Jacques S J Abnorm Child Psychol. 2008; 37(4):579-89.

PMID: 19107591 DOI: 10.1007/s10802-008-9294-9.

The adolescent outcome of hyperactive girls. Self-reported interpersonal relationships and coping mechanisms.

Young S, Chadwick O, Heptinstall E, Taylor E, Sonuga-Barke E Eur Child Adolesc Psychiatry. 2005; 14(5):245-53.

PMID: 15981136 DOI: 10.1007/s00787-005-0461-z.

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