ERIC Number: EJ1179345
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
Associations between Peer Functioning and Verbal Ability among Children with and without Attention-Deficit/Hyperactivity Disorder
Mikami, Amori Yee; Münch, Lisa Pauline; Hudec, Kristen L.
Journal of Emotional and Behavioral Disorders, v26 n2 p93-105 Jun 2018
We examined the extent to which children's skilled understanding and production of appropriate language (verbal ability) may relate to their peer functioning. Participants included two independent samples of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD; Study 1, N = 124; Study 2, N = 137) who were administered a standardized intelligence test to generate verbal ability scores. Teacher ratings on the Cooperation and Assertion subscales of the "Social Skills Rating System" (SSRS), teacher estimates of peer acceptance, parent ratings of conflict and disengagement on playdates, and peer sociometric ratings of liking were obtained. In both Study 1 and Study 2, after statistical control of ADHD diagnostic status, disruptive behavior comorbidities, and gender, higher verbal ability was associated with better peer functioning on the teacher-reported SSRS subscales and parent ratings of conflict and disengagement on playdates. In Study 2, interaction effects suggested that the positive association between verbal ability and good peer functioning existed for boys but not for girls. For children with ADHD (but not comparison children), better verbal ability was associated with higher teacher-reported peer acceptance but lower peer sociometric liking. Implications of these findings for conceptualization of peer problems, assessment, and intervention are discussed.
Descriptors: Attention Deficit Hyperactivity Disorder, Gender Differences, Verbal Ability, Clinical Diagnosis, Behavior Problems, Comorbidity, Children, Intelligence Tests, Standardized Tests, Scores, Teacher Attitudes, Peer Acceptance, Parent Attitudes, Conflict, Child Behavior, Interpersonal Competence, Rating Scales, Regression (Statistics), Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Social Skills Rating System; Wechsler Intelligence Scale for Children
Grant or Contract Numbers: 1R03MH079019; 1R21MH091486