Abstract
This multimethod study provides detailed information about the friendships of 87 children (76% boys) with ADHD and 46 comparison children aged 7–13 years. The methods included parent and teacher ratings, self-report measures and direct observation of friends’ dyadic behaviors in three structured analogue tasks. Results indicated that, in contrast with comparison children, children with ADHD had friends with high levels of ADHD and oppositional symptoms; they perceived fewer positive features and more negative features, and were less satisfied in their friendships. Observational data indicated that children with ADHD performed both more legal and more illegal maneuvers than comparison children in a fast-paced competitive game. While negotiating with their friends, children with ADHD made more insensitive and self-centered proposals than comparison children. In dyads consisting of one child with ADHD and one typically developing child, children with ADHD were often more dominant than their friends.
Similar content being viewed by others
Notes
We substituted the Conners Rating Scales-Revised subscales (DSM-IV inattention, DSM-IV hyperactivity, Opposition, and Peer Problems) with the corresponding Conners-3 (Gallant et al. 2007), versions for a small number of referred children (parent version, n = 18; teacher version, n = 9) and friends (parent version, n = 22; teacher version, n = 16). Because the Conners 3 version became available during the course of the present study and that some parents/teachers had already completed this version during the past months.
References
Bagwell, C. L., Molina, B. S. G., Pelham, W. E., & Hoza, B. (2001a). Attention-Deficit Hyperactivity Disorder and problems in peer relations: predictions from childhood to adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 1285–1292.
Bagwell, C. L., Schmidt, M. E., Newcomb, A. F., & Bukowski, W. M. (2001b). Friendship and peer rejection as predictors of adult adjustment. In D. W. Nangle & C. A. Erdley (Eds.), The role of friendship in psychological adjustment. New directions for child and adolescent development, Vol. 91 (pp. 25–49). San Francisco: Jossey-Bass.
Berndt, T. J. (1996). Exploring the effects of friendship quality on social development. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 19–40). NY: Cambridge.
Blachman, D. R., & Hinshaw, S. P. (2002). Patterns of friendship among girls with and without attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 30, 625–640.
Blishen, B. R., Caroll, W. K., & Moore, C. (1987). The 1981 socioeconomic index for occupations in Canada. Revue Canadienne de Sociologie et d’Anthropologie, 24, 465–488.
Campbell, S., & Paulauskas, S. (1979). Peer relations in hyperactive children. Journal of Child Psychology and Psychiatry, 20, 233–246.
Conners, C. K. (2000). Conners’ rating scales-revised: Technical manual. New York: MHS.
Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998a). The revised Conners’ Parent Rating Scale (CPRS-R): Factor structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 257–269.
Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998b). The revised Conners’ Teacher Rating Scale (CTRS-R): factor structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 279–291.
Dane, A. V. (2001). A multimethod examination of the friendships of overly aggressive and relationally aggressive children. Dissertation Abstracts International Section A: Humanities & Social Sciences, 62(4-A). (UMI No. NQ58988).
Dishion, T. J., Spracklen, K. M., Andrews, D. W., & Patterson, G. R. (1996). Deviancy training in male adolescents” friendships. Behavior Therapy, 27, 373.
Dishion, T. J., Eddy, M., Haas, E., & Spracklen, K. M. (1997). Friendships and violent behaviour during adolescence. Social Development, 6, 207–223.
Fonzi, A., Schneider, B. H., Tani, F., & Tomada, G. (1997). Predicting children’s friendship status from their dyadic interaction in structured situations of potential conflict. Child Development, 68, 496–506.
Gallant, S., Conners, C. K., Rzepa, S. R., Pitkanen, J., Marocco, M., & Sitarenios, G. (2007, August). Psychometric Properties of the Conners 3. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA.
Grotpeter, J. K., & Crick, N. R. (1996). Relational aggression, overt aggression, and friendship. Child Development, 67, 2328–2338.
Hatfield, E., Utne, M. K., & Traupmann, J. (1979). Equity theory and intimate relationships. In R. L. Burgess & T. L. Huston (Eds.), Social exchange in developing relationships (pp. 99–133). New York: Academic.
Hinshaw, S. P., Henker, B., Whalen, C. K., Erhardt, D., & Dunnington, R. E., Jr. (1989). Aggressive, prosocial, and nonsocial behaviour in hyperactive boys: dose effects of methylphenidate in naturalistic settings. Journal of Consulting & Clinical Psychology, 57, 636–643.
Hoza, B., Mrug, S., Pelham, W. E., Jr., Greiner, A. R., & Gnagy, E. M. (2003). A friendship intervention for children with Attention-Deficit/Hyperactivity Disorder: preliminary findings. Journal of Attention Disorders, 6, 87–98.
Hoza, B., Gerdes, A. C., Mrug, S., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al. (2005a). Peer-assessed outcomes in the multimodal treatment study of children with Attention Deficit Hyperactivity Disorder. Journal of Clinical Child and Adolescent Psychology, 34, 74–86.
Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al. (2005b). What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder? Journal of Consulting and Clinical Psychology, 73, 411–423.
Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children”s early school adjustment. Child Development, 67, 1103–1118.
Landau, S., Milich, R., & Diener, M. B. (1998). Peer relations of children with attention-deficit hyperactivity disorder. Reading and Writing Quarterly: Overcoming Learning Difficulties, 14, 83–105.
Marton, I., Wiener, J., Rogers, M., Moore, C., & Tannock, R. (2009). Empathy and social perspective taking in children with Attention-Deficit/Hyperactivity Disorder. Journal of Abnormal Child Psychology, 37, 107–118.
McQuade, J. D., & Hoza, B. (2008). Peer problems in attention deficit hyperactivity disorder: current status and future directions. Developmental Disabilities Research Reviews, 14, 320–324.
Mikami, A. Y. (2010). The importance of friendship for youth with Attention-Deficit/Hyperactivity Disorder. Clinical Child and Family Psychology Review, 13, 181–198.
Mikami, A. Y., Lerner, M. D., Griggs, M. S., McGrath, A., & Calhoun, C. D. (2010). Parental influences on children with Attention-Deficit/Hyperactivity Disorder: II. A pilot intervention training parents as friendship coaches for their children. Journal of Abnormal Child Psychology, 38, 737–749.
Mrug, S., Hoza, B., Pelham, W. E., Gnagy, E. M., & Greiner, A. R. (2007). Behavior and peer status in children with ADHD: continuity and change. Journal of Attention Disorders, 10, 359–371.
Newcomb, A. F., & Bagwell, C. L. (1995). Children’s friendship relations: a meta-analytic review. Psychological Bulletin, 117, 306–347.
Normand, S., Schneider, B. H., & Robaey, P. (2007). Attention-Deficit/Hyperactivity Disorder and the challenges of close friendship. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 16, 67–73.
Ohan, J. L., & Johnston, C. (2007). What is the social impact of ADHD in girls? A multi-method assessment. Journal of Abnormal Child Psychology, 35, 239–250.
Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611–621.
Pelham, W. E., & Bender, M. E. (1982). Peer relationships in hyperactive children: Description and treatment. In K. D. Gadow & I. Bialer (Eds.), Advances in learning and behavioral disabilities, Vol. 1 (pp. 365–436). Greenwich: JAI.
Raffety, B. D., Smith, R. E., & Ptacek, J. T. (1997). Facilitating and debilitating trait anxiety, situational anxiety, and coping with an anticipated stressor: a process analysis. Journal of Personality and Social Psychology, 72, 892–906.
Schneider, B. H. (2009). An observational study of the interactions of socially withdrawn/anxious early adolescents and their friends. Journal of Child Psychology and Psychiatry, 50, 799–806.
Schneider, B. H., Weiner, J., & Murphy, K. (1994). Children’s friendships: the giant step beyond peer acceptance. Journal of Social and Personal Relationships, 11, 323–340.
Statistics Canada. (2010). Census Tract (CT) Profiles, 2006 Census. Retrieved June 8, 2010 from http://www12.statcan.gc.ca/census-recensement/2006/dp-pd/prof/92-597/index.cfm?Lang=E.
Sullivan, H. S. (1953). The interpersonal theory of psychiatry. New York: W. W. Norton & Company Inc.
Tyler, A. L. (1993). Mutuality and intimacy in attention deficit hyperactivity disorder and normal boys’ friendship relations. Unpublished master’s thesis, University of Richmond, VA.
Walcott, C. M., & Landau, S. (2004). The relation between disinhibition and emotion regulation in boys with attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 33, 772–782.
Waldrip, A. M., Malcolm, K. T., & Jensen-Campbell, L. A. (2008). With a little help from your friends: the importance of high-quality friendships on early adolescent adjustment. Social Development, 17, 832–852.
Whalen, C. K., & Henker, B. (1985). The social worlds of hyperactive (ADHD) children. Clinical Psychology Review, 5, 447–478.
Acknowledgment
This research was financially supported by a grant from the Canadian Institutes of Health Research to the second, fifth and sixth author, and by a doctoral fellowship from the Fonds Québécois de la Recherche sur la Société et la Culture, a research grant from the Consortium National de Formation en Santé, and scholarships from the University of Ottawa to the first author. We express appreciation to all the children, parents, and teachers who participated in our study, and the schools, scout organizations, psychologists, pediatricians and family physicians who provided referrals. The dedicated assistance of Héloise Sirois-Leclerc, Mathieu Saindon, Rana Sioufi, Marie-France Perrier, Caroline Normand, Pierce McKennirey, Julie Norman, Carmel Jacob, Marie-Claude Borgeat, Mylene Jodoin-Roy, Annick Tanguay, Julie Tanguay, Caroline Drisdelle, Elizabeth Jani, Kelly Weegar, Bess Mathieu, Panyada Phandanouvong, Sophie Bjornson, Venessa Labrèche, Marie-Christine Beaudoin, Pamela Brasseur, Benoit Décarie, Amber Emms, and Mae Kroeis is also gratefully acknowledged.
Author information
Authors and Affiliations
Corresponding authors
Rights and permissions
About this article
Cite this article
Normand, S., Schneider, B.H., Lee, M.D. et al. How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation. J Abnorm Child Psychol 39, 293–305 (2011). https://doi.org/10.1007/s10802-010-9450-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10802-010-9450-x