Peer Relationship Problems of Children With AD/HD: Risk Factors and New Directions in Interventions

Ozdemir S.

AUSTRALASIAN JOURNAL OF SPECIAL EDUCATION, cilt.33, sa.1, ss.42-59, 2009 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 33 Sayı: 1
  • Basım Tarihi: 2009
  • Doi Numarası: 10.1375/ajse.33.1.42
  • Dergi Adı: AUSTRALASIAN JOURNAL OF SPECIAL EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.42-59
  • Anahtar Kelimeler: attention deficit/hyperactivity disorder, peer relationship problems, social skills, emotion regulation, social problems, DEFICIT-HYPERACTIVITY DISORDER, ATTENTION-DEFICIT/HYPERACTIVITY DISORDER, DSM-IV ADHD, DISRUPTIVE BEHAVIOR, PRESCHOOL-CHILDREN, EMOTION REGULATION, SOCIAL BEHAVIORS, EXECUTIVE FUNCTIONS, RESEARCH CRITERIA, SELF-PERCEPTIONS
  • Hacettepe Üniversitesi Adresli: Hayır

Özet

This review integrates and evaluates research conducted on possible contributing factors to peer relationship problems of children with attention deficit/hyperactivity disorder (AD/HD). Substantial evidence suggests that children with AD/HD have serious problems in multiple aspects of their relationships with peers. Difficulties resulting from inattention, impulsivity, and over activity negatively affect these children's performance in the peer group and as a result, children with the disorder are often rated as less popular and more rejected by their non-AD/HD peers. This article critically reviews risk factors for peer relationship problems of children with AD/HD including family, school, and child-specific factors. The implications of AD/HD research are examined with an emphasis on developing an ecological perspective to addressing the peer relationship problems of children with the disorder.