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Lo Cricchio MG, Musso P, Lo Coco A, Inguglia C, Liga F, Bowker JC, Rubin KH. Peer Reputation Configurations and Associations with Friendship Adjustment. J Genet Psychol 2023; 184:339-355. [PMID: 37172136 PMCID: PMC10524753 DOI: 10.1080/00221325.2023.2205463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2022] [Accepted: 04/18/2023] [Indexed: 05/14/2023]
Abstract
Peer reputation (PR) refers to how peer groups collectively view an individual in terms of socio-behavioral characteristics, such as aggression, social withdrawal, leadership, and prosociality. Despite considerable research on PR, few studies have considered PRs in relation to indices of friendship, particularly with a person-centered approach. The goal of the current study was to adopt such an approach and identify peer reputation configurations and their defining characteristics, and to examine how such configurations are linked to friendship prevalence and quality. Four hundred and twenty-six Italian seventh-grade students (57.3% male, Mage = 12.07) completed peer nomination measures of PR and reported on their friendships. Their mutual best friends were subsequently determined, and a friendship quality measure was completed. Teachers rated participants' problem behaviors and competencies. Cluster analytic methods produced four PR configurations that were defined by the following characteristics: (1) Shy/Excluded/Victimized, (2) Normative, (3) Aggressive/Arrogant, and (4) Prosocial/Popular. Teacher ratings supported these configurations such that Prosocial/Popular students were rated the lowest in problem behaviors and Shy/Excluded/Victimized and Aggressive/Arrogant were the highest in learning problems. Additional analyses showed numerous linkages between the configurations and friendship. For instance, Prosocial/Popular students were more likely to have mutual and satisfying friendships relative to students in the other groups. These findings provide new insights into the complex linkages between group- and dyadic-level peer experiences during early adolescence and may inform prevention and intervention efforts aimed at Shy/Excluded/Victimized youth struggling with peers.
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Affiliation(s)
- Maria Grazia Lo Cricchio
- Department of Human Science, University of Studies of Basilicata, via N. Sauro 85 – 85100 Potenza (Italy)
| | - Pasquale Musso
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari (Italy), Palazzo Chiaia – Napolitano, Floor 4 - Room 406, via Scipione Crisanzio, 42 70122 - Bari, Italy
| | - Alida Lo Coco
- Department of Psychology, Educational Science and Human Movement, University of Palermo (Italy), viale delle Scienze, Ed.15, 90128 Palermo, Italy
| | - Cristiano Inguglia
- Department of Psychology, Educational Science and Human Movement. University of Palermo (Italy), viale delle Scienze, Ed.15, 90128 Palermo, Italy
| | - Francesca Liga
- Department of Clinical and Experimental Medicine, Università di Messina, via Bivona, n. 6/7 - 98122 Messina (Italy)
| | - Julie C. Bowker
- Department of Psychology, College of Arts and Sciences, University of Buffalo, 216 Park Hall, Buffalo NY, 14260-4110
| | - Kenneth H. Rubin
- Department of Human Development and Quantitative Methodology (HDQM), 3942 Campus Drive, Benjamin Building (143), Suite 3304, College Park, MD 20742-1131
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Halldorsdottir T, Fraire MG, Drabick DAG, Ollendick TH. Co-Occurring Conduct Problems and Anxiety: Implications for the Functioning and Treatment of Youth with Oppositional Defiant Disorder. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3405. [PMID: 36834097 PMCID: PMC9962766 DOI: 10.3390/ijerph20043405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 02/11/2023] [Accepted: 02/12/2023] [Indexed: 06/18/2023]
Abstract
Conduct problems and anxiety symptoms commonly co-occur among youths with oppositional defiant disorder (ODD); however, how these symptoms influence functioning and treatment outcomes remains unclear. This study examined subtypes based on these co-occurring symptoms in a clinical sample of 134 youths (Mage = 9.67, 36.6% female, 83.6% white) with ODD and the predictive power of these subgroups for youth functioning and psychosocial treatment outcomes. The latent profile analysis (LPA) was used to identify subgroups based on parent- and self-reported conduct problems and anxiety symptoms. Differences among the subgroups in clinician-, parent-, and/or self-reported accounts of symptom severity, school performance, underlying processing known to be impaired across ODD, conduct and anxiety disorders, self-concept, and psychosocial treatment outcomes were examined. Four distinct profiles were identified: (1) Low Anxiety/Moderate Conduct Problems (n = 42); (2) High Anxiety/Moderate Conduct Problems (n = 33); (3) Moderate Anxiety/Moderate Conduct Problems (n = 40); and (4) Moderate Anxiety/High Conduct Problems (n = 19). The Moderate Anxiety/High Conduct Problems group exhibited more severe behavioral problems, greater difficulties with negative emotionality, emotional self-control, and executive functioning; they also demonstrated worse long-term treatment outcomes than the other subgroups. These findings suggest more homogeneous subgroups within and across diagnostic categories may result in a deeper understanding of ODD and could inform nosological systems and intervention efforts.
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Affiliation(s)
- Thorhildur Halldorsdottir
- Department of Psychology, School of Social Sciences, Reykjavik University, 102 Reykjavik, Iceland
- Centre of Public Health Sciences, Faculty of Medicine, University of Iceland, 101 Reykjavik, Iceland
| | - Maria G Fraire
- Department of Psychiatry, McLean Hospital, Harvard Medical School, Boston, MA 02115, USA
| | - Deborah A. G. Drabick
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA 19122, USA
| | - Thomas H. Ollendick
- Child Study Center, Department of Psychology, Virginia Tech, Blacksburg, VA 24060, USA
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3
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Spotting Loneliness at School: Associations between Self-Reports and Teacher and Peer Nominations. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18030971. [PMID: 33499304 PMCID: PMC7908606 DOI: 10.3390/ijerph18030971] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 01/18/2021] [Accepted: 01/19/2021] [Indexed: 11/17/2022]
Abstract
In two independent studies, we aimed to examine the extent to which teacher and peer nominations of loneliness are associated with children’s and adolescents’ self-reported loneliness, respectively. Additionally, we examined whether loneliness nominations from teachers and peers were informative above and beyond peer status and social behaviors associated with loneliness. In Study 1 (N = 1594, Mage = 9.43 years), teacher nominations of loneliness showed a small to moderate correlation with children’s self-reported loneliness as assessed using the Loneliness and Social Dissatisfaction Questionnaire (LSDQ). The results of a hierarchical regression analysis showed that teacher nominations of loneliness predicted children’s self-reported loneliness above and beyond teacher nominations of peer status and social behaviors. In Study 2 (N = 350, Mage = 13.81 years), peer nominations of loneliness showed a small to moderate correlation with adolescents’ self-reported loneliness as assessed using the peer-related loneliness subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA). The results of a hierarchical regression analysis showed that peer nominations of loneliness predicted adolescents’ self-reported loneliness above and beyond peer nominations of peer status and social behaviors. We conclude that loneliness nominations are valuable, but caution is needed when they are used exclusively to identify lonely children and adolescents.
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Marucci E, Oldenburg B, Barrera D, Cillessen AHN, Hendrickx M, Veenstra R. Halo and association effects: Cognitive biases in teacher attunement to peer‐nominated bullies, victims, and prosocial students. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12455] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Eleonora Marucci
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
| | - Beau Oldenburg
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
| | - Davide Barrera
- Department of Cultures, Politics and Society (CPS) University of Turin Turin Italy
- Collegio Carlo AlbertoUniversity of Turin Turin Italy
| | | | - Marloes Hendrickx
- Eindhoven School of Education Eindhoven University of Technology Eindhoven The Netherlands
- Department of Education Utrecht University Utrecht The Netherlands
| | - René Veenstra
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
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5
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Harrist AW, Swindle TM, Hubbs-Tait L, Topham GL, Shriver LH, Page MC. The Social and Emotional Lives of Overweight, Obese, and Severely Obese Children. Child Dev 2016; 87:1564-80. [PMID: 27223340 DOI: 10.1111/cdev.12548] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
This study examines inter- and intrapersonal problems associated with being overweight among one thousand one hundred sixty-four 6- to 7-year-olds (49% boys) in 29 rural schools. Socioemotional data include child self-reports, peer sociometrics, and teacher reports. Results support the hypothesis that children with weight problems struggle socially and emotionally, and extend current understanding of child obesity by demonstrating that problems appear early, are evident in a community sample, can be identified using standard sociometric methods, and are worse among children with severe obesity. Sociometric status difference between levels of obesity were also found. Although obese children were neglected by peers, severely obese children were rejected.
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Clinical Profiles of Children with Disruptive Behaviors Based on the Severity of Their Conduct Problems, Callous-Unemotional Traits and Emotional Difficulties. Child Psychiatry Hum Dev 2015; 46:567-76. [PMID: 25257946 DOI: 10.1007/s10578-014-0497-8] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
This study identified clinical profiles of referred children based on the severity of callous-unemotional (CU) traits, emotional difficulties, and conduct problems. Parents of 166 children (132 males) aged 6-12 years referred to a hospital clinic because of disruptive behavior completed measures to assess these key indicators, and person-centered analysis was used to identify profiles. Four distinct profiles were identified that include: (1) Children low in severity on the three domains, (2) Children high in severity on the three domains, (3) Children high in severity in conduct problems and CU traits with minimal emotional difficulties, and (4) Children high in severity in conduct problems and emotional difficulties with minimal CU traits. Profiles differed in degree of aggression and behavioral impairment. Findings show that clinic-referred children with disruptive behaviors can be grouped based on these important indicators into profiles that have important implications for assessment and treatment selection.
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van den Berg YHM, Lansu TAM, Cillessen AHN. Measuring Social Status and Social Behavior with Peer and Teacher Nomination Methods. SOCIAL DEVELOPMENT 2015. [DOI: 10.1111/sode.12120] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Andrade BF, Browne DT, Tannock R. Prosocial skills may be necessary for better peer functioning in children with symptoms of disruptive behavior disorders. PeerJ 2014; 2:e487. [PMID: 25083349 PMCID: PMC4106187 DOI: 10.7717/peerj.487] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2014] [Accepted: 06/25/2014] [Indexed: 11/24/2022] Open
Abstract
Children with disruptive behavior disorders experience substantial social challenges; however, the factors that account for (i.e., mediate), or influence (i.e., moderate), peer problems are not well understood. This study tested whether symptoms of Oppositional Defiant Disorder and Conduct Disorder were associated with peer impairment and whether prosocial skills mediated or moderated these associations. Teacher ratings were gathered for 149 children (Mage = 9.09, SD = 1.71, 26% female) referred for behavioral concerns to an urban child psychiatry clinic. Path-analytic linear regressions testing mediation and moderation effects showed that prosocial skills significantly moderated the negative effects of symptoms of Conduct Disorder on peer impairment. Children showed less peer impairment only when they had relatively few conduct symptoms and high prosocial skills. Measurement of prosocial skills, in addition to conduct problems, may best capture factors which contribute to peer problems of children with disruptive behaviors.
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Affiliation(s)
- Brendan F Andrade
- Centre for Addiction and Mental Health , Toronto, ON , Canada ; Department of Psychiatry, University of Toronto , Toronto, ON , Canada
| | - Dillon T Browne
- Ontario Institutes for Studies in Education, University of Toronto , Toronto, ON , Canada
| | - Rosemary Tannock
- Ontario Institutes for Studies in Education, University of Toronto , Toronto, ON , Canada ; Hospital for Sick Children , Toronto, ON , Canada
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Sustained impact of inattention and hyperactivity-impulsivity on peer problems: mediating roles of prosocial skills and conduct problems in a community sample of children. Child Psychiatry Hum Dev 2014; 45:318-28. [PMID: 24013840 DOI: 10.1007/s10578-013-0402-x] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
This prospective 2-year longitudinal study tested whether inattentive and hyperactive/impulsive symptom dimensions predicted future peer problems, when accounting for concurrent conduct problems and prosocial skills. A community sample of 492 children (49 % female) who ranged in age from 6 to 10 years (M = 8.6, SD = .93) was recruited. Teacher reports of children's inattention, and hyperactivity/impulsivity symptoms, conduct problems, prosocial skills and peer problems were collected in two consecutive school years. Elevated inattention and hyperactivity/impulsivity in Year-1 predicted greater peer problems in Year-2. Conduct problems in the first and second years of the study were associated with more peer problems, and explained a portion of the relationship between inattention and hyperactivity/impulsivity with peer problems. However, prosocial skills were associated with fewer peer problems in children with elevated inattention and hyperactivity/impulsivity. Inattention and hyperactivity/impulsivity have negative effects on children's peer functioning after 1-year, but concurrent conduct problems and prosocial skills have important and opposing impacts on these associations.
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10
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Rudolph KD, Bohn LE. Translating Social Motivation into Action: Contributions of Need for Approval to Children's Social Engagement. SOCIAL DEVELOPMENT 2014; 23:376-394. [PMID: 24817776 PMCID: PMC4011890 DOI: 10.1111/sode.12050] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This research examined how children's need for approval (NFA) from peers predicted social behavior (prosocial behavior, aggression, social helplessness) and peer responses (acceptance, victimization, exclusion). Children (N = 526, M age = 7.95, SD = .33) reported on need for approval and teachers reported on social engagement. Approach NFA (motivation to gain approval) predicted more positive engagement and less conflictual engagement and disengagement. Conversely, avoidance NFA (motivation to avoid disapproval) predicted less positive engagement and more conflictual engagement and disengagement. Some results differed by gender. This study suggests that social motivation contributes to children's peer relationships, providing a specific target for interventions to optimize social health.
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11
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Andrade BF, Tannock R. The direct effects of inattention and hyperactivity/impulsivity on peer problems and mediating roles of prosocial and conduct problem behaviors in a community sample of children. J Atten Disord 2013; 17:670-80. [PMID: 22422723 DOI: 10.1177/1087054712437580] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE This study tested whether children's symptoms of inattention and hyperactivity/impulsivity were associated with peer problems and whether these associations were mediated by conduct problems and prosocial behaviors. METHOD A community sample of 500 children, including 245 boys and 255 girls, who ranged in age from 6 to 9 years (M = 7.6, SD = 0.91) were recruited. Teachers' report of children's inattention, hyperactivity/impulsivity, conduct problems, prosocial behaviors, and peer problems was collected. RESULTS Symptoms of inattention and hyperactivity/impulsivity were significantly positively associated with peer problems. Conduct problems were associated with more peer problems and prosocial behaviors with less peer problems. Conduct problems and prosocial behaviors partially mediated the association between hyperactivity/impulsivity and peer problems and fully mediated the inattention-peer problems association. CONCLUSION Findings show that prosocial behaviors and conduct problems are important variables that account for some of the negative impact of symptoms of inattention and hyperactivity/impulsivity on peer functioning.
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12
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Abstract
This research examined two pathways through which depressive symptoms contribute to low social status (i.e., neglect and rejection) within the peer group over time: (a) depressive symptoms promote socially helpless behavior and consequent neglect by peers; and (b) depressive symptoms promote aggressive behavior and consequent rejection by peers. These pathways were investigated in independent samples of youth at two developmental stages: middle childhood (2nd-4th grade) and early adolescence (5th-7th grade). In both Study 1 (M age = 7.97, SD = 0.37; 338 girls, 298 boys) and Study 2 (M age = 11.74, SD = 0.68; 305 girls, 300 boys), youth and their teachers completed questionnaires at three waves. Multi-group comparison path analyses were conducted to examine sex differences in the models. Consistent with expectations, two pathways emerged through which depressive symptoms undermined subsequent social status. Support was not found for the reverse direction of effect nor for developmental or sex differences in the pathways with one exception: In early adolescence, neglect directly predicted depressive symptoms. These findings suggest specificity but also heterogeneity in the effects of depressive symptoms on social status, and identify behaviors that may be targeted for preventing the persistence of depression and its interpersonal consequences.
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White BA, Kistner JA. Biased self-perceptions, peer rejection, and aggression in children. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2011; 39:645-56. [PMID: 21479668 DOI: 10.1007/s10802-011-9506-6] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study examined whether children's biased self-perceptions of peer acceptance are associated in a linear or curvilinear fashion with aggression, whether associations are moderated by peer rejection status, and whether associations apply uniquely to reactive aggression. Children in the 4th through 7th grades completed a self-report measure on their social functioning (SPPC; Harter 1982), and teachers reported on children's social functioning and aggression. Self-perceptual bias was operationalized as the standardized residual difference between children's self-perceptions and their teachers' perceptions of their peer acceptance. Rejected status moderated associations between biased self-perceptions and reactive aggression. Among non-rejected children, biased perceptions were not significantly associated with reactive aggression. In contrast, among peer-rejected children, reactive aggression was elevated in those who greatly underestimated as well as in those who even modestly overestimated their peer acceptance. This pattern was observed whether or not proactive aggression was statistically controlled. In contrast, biased self-perceptions were not associated with proactive aggression for rejected or nonrejected children. Implications are discussed with regard to future research and potential interventions for aggressive children.
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Affiliation(s)
- Bradley A White
- Department of Psychology, Virginia Tech, Blacksburg, VA 24061, USA.
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McKown C, Gumbiner LM, Johnson J. Diagnostic efficiency of several methods of identifying socially rejected children and effect of participation rate on classification accuracy. J Sch Psychol 2011; 49:573-95. [PMID: 21930010 DOI: 10.1016/j.jsp.2011.06.002] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2010] [Revised: 06/15/2011] [Accepted: 06/24/2011] [Indexed: 10/18/2022]
Abstract
Social rejection is associated with a wide variety of negative outcomes. Early identification of social rejection and intervention to minimize its negative impact is thus important. However, sociometric methods, which are considered high in validity for identifying socially rejected children, are frequently not used because of (a) procedural challenges, (b) community apprehension, and (c) sensitivity to missing data. In a sample of 316 students in grades K through 8, we used receiver operating characteristics (ROC) analyses to compare the diagnostic efficiency of several methods for identifying socially rejected children. When not using least-liked nominations, (a) most-liked nominations yielded the greatest diagnostic efficiency (AUC=.96), (b) peer ratings were more efficient (AUC=.84 to .99) than teacher ratings (AUC=.74 to .81), and (c) teacher report of social status was more efficient (AUC=.81) than scores from teacher behavior rating scales (AUC=.74 to .75). We also examined the effects of nominator non-participation on diagnostic efficiency. At participation as low as 50%, classification of sociometric rejection (i.e., being rejected or not rejected) was quite accurate (κ=.63 to .77). In contrast, at participation as high as 70%, classification of sociometric status (i.e., popular, average, unclassified, neglected, controversial, or rejected) was significantly less accurate (κ=.50 to .59).
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Affiliation(s)
- Clark McKown
- Rush University Medical Center, Department of Pediatrics, Skokie, IL 60076, USA.
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Andrade BF, Brodeur DA, Waschbusch DA, Stewart SH, McGee R. Selective and sustained attention as predictors of social problems in children with typical and disordered attention abilities. J Atten Disord 2009; 12:341-52. [PMID: 18596299 DOI: 10.1177/1087054708320440] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE Investigated the relationship between selective and sustained attention and social behavior in children with different degrees of attentional disturbance. METHOD Participants were 101 6- to 12-year-old children, including 18 who were diagnosed with Attention Deficit Hyperactivity Disorder (AD/HD), 61 who were clinically referred for attentional difficulties but did not meet criteria for ADHD, and 22 typically developing children. Two groups of children completed either a sustained attention task or a selective attention task. Task performance was compared with teacher reported social behavior. RESULTS In support of the investigator's hypothesis poor performance on the sustained attention task correlated with social behavior problems. However, contrary to expectation, poor performance on the selective attention task was not correlated with teacher reported social problems. Results are discussed with specific emphasis on the need to identify underlying cognitive contributions to social dysfunction. CONCLUSION The findings support a growing body of research highlighting the negative relationship between inattention and social functioning.
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