NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ804394
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1087-0547
Behavior and Peer Status in Children with ADHD: Continuity and Change
Mrug, Sylvie; Hoza, Betsy; Pelham, William E.; Gnagy, Elizabeth M.; Greiner, Andrew R.
Journal of Attention Disorders, v10 n4 p359-371 2007
Objective: Children with ADHD experience peer problems that may place them at risk for adverse outcomes. Using a short-term longitudinal design, this study links specific behaviors to peer functioning in groups of previously unfamiliar children with ADHD. Method: The participants were 268 children with ADHD who took part in an intensive summer treatment program. The program used a comprehensive behavioral point system that yielded observational data for 12 behavioral categories. These behavioral categories were used to predict peer acceptance, rejection, and liking assessed at three times during the program. Results: Following activity rules, helping, whining, and attention emerged as best predictors of initial peer status. Subsequent helping behaviors and activity rule following predicted changes in peer status, but their contributions were small. Conclusion: The results indicate that increasing helping and rule-following behaviors may improve peer functioning of children with ADHD in similar settings. (Contains 5 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A