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ERIC Number: EJ1052134
Record Type: Journal
Publication Date: 2015-Mar
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1063-4266
Cross-Setting Correspondence in Sociometric Nominations among Children with Attention-Deficit/Hyperactivity Disorder
Mikami, Amori Yee; Hoza, Betsy; Hinshaw, Stephen P.; Arnold, L. Eugene; Hechtman, Lily; Pelham, William E., Jr.
Journal of Emotional and Behavioral Disorders, v23 n1 p52-64 Mar 2015
Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with Attention-Deficit/Hyperactivity Disorder (ADHD) who had peer sociometric nominations collected in general education classrooms and a Summer Treatment Program (STP) with all-EBD peers. Significant, small-to-medium correlations existed between nomination rates across settings. Lower rates of STP positive nominations and higher rates of STP negative nominations (but not classroom nominations) predicted exacerbated self-reported depression and antisocial behavior 1 year later. Lower rates of STP positive nominations, but higher rates of classroom positive nominations, predicted increased self-reported depression 2 years later. For children with high rates of classroom positive nominations, higher rates of STP positive nominations predicted reduced parent-reported internalizing behavior 1 year later. For children with low rates of classroom negative nominations, higher rates of STP negative nominations predicted increased teacher-reported externalizing behavior 1 year later and self-reported depression 2 years later. Results suggest that sociometric nominations collected within an EBD peer group may have stronger predictive power for later adjustment than nominations collected in a mainstream classroom.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Childrens Depression Inventory; Social Skills Rating System
Grant or Contract Numbers: N/A