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


Ozdemir S.

AUSTRALASIAN JOURNAL OF SPECIAL EDUCATION, vol.33, no.1, pp.42-59, 2009 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 33 Issue: 1
  • Publication Date: 2009
  • Doi Number: 10.1375/ajse.33.1.42
  • Journal Name: AUSTRALASIAN JOURNAL OF SPECIAL EDUCATION
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Page Numbers: pp.42-59
  • Keywords: 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 University Affiliated: No

Abstract

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.