A comparative analysis of the social skills of children with attention deficit/hyperactivity disorder.
Item
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Title
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A comparative analysis of the social skills of children with attention deficit/hyperactivity disorder.
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Identifier
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AAI9924821
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identifier
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9924821
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Creator
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Kennedy, Maureen.
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Contributor
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Adviser: Philip Saigh
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Date
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1999
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Psychology, Clinical | Education, Special | Psychology, Social
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Abstract
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The Diagnostic Interview for Children and Adolescents-Revised-Parent was administered to teachers and parents to identify three groups of educationally referred public school children in grades 1 through 6. The first group met diagnostic criteria for Attention Deficit/Hyperactivity Disorder (ADHD) Combined Type (ADHD-C) (n = 21). The second group met diagnostic criteria for ADHD Inattentive Type (ADHD-I) (n = 21). The third group consisted of controls who did not meet criteria for any of the ADHD subtypes (n = 21). The social skills of the groups were compared using teacher ratings on the Social Skills Questionnaire (SSQ). An ANOVA and Bonferroni post hoc comparisons found non-significant differences between the Total SSQ scores of the ADHD-I and ADHD-C groups. The Total SSQ scores of the ADHD-C group were significantly lower than the scores of the control group. In contrast, non-significant differences were observed between the Total SSQ scores of the ADHD-I and control groups. A MANOVA based on Wilks' Lambda, univariate tests and Bonferroni post hoc comparisons tested for group differences on the SSQ Cooperation, Assertion, and Self-Control subscales. The ADHD-I and ADHD-C groups were rated by teachers as having significantly fewer cooperative class related behaviors than the control group. Behavioral ratings related to positive social assertion did not significantly differ across groups. The ADHD-C group had significantly fewer social skills related to self-control than the ADHD-I and control groups. In effect, a modicum of support for the differential validity of the DSM IV ADHD subtypes was established. A general discussion regarding the observed results, significance of the study, limitations of the study, and directions for future research are presented.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
