Gender and Age Differences in Social Skills Among Children with ADHD: Peer Problems and Prosocial Behavior

被引：13

作者：

Ragnarsdottir, Betty ^{[1
]}

Hannesdottir, Dagmar Kr. ^{[1
]}

Halldorsson, Freyr ^{[2
]}

Njardvik, Urdur ^{[3
]}

机构：

[1] Heilsugaeslu Hofudborgarsvaedisins, Throska & Hegounarstod, Primary Hlth Care Capital Area, Ctr Child Dev & Behav, Reykjavik, Iceland

[2] Implexa Consulting, Reykjavik, Iceland

[3] Univ Iceland, Dept Psychol, Reykjavik, Iceland

来源：

CHILD & FAMILY BEHAVIOR THERAPY | 2018年 / 40卷 / 04期

关键词：

Attention-deficit hyperactivity disorder (ADHD); children; gender differences; social skills; Strengths and Difficulties Questionnaire (SDQ); DEFICIT HYPERACTIVITY DISORDER; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; GIRLS; CHILDHOOD; REJECTION; QUESTIONNAIRE; ADOLESCENTS; ADJUSTMENT; STRENGTHS; VALIDITY;

D O I：

10.1080/07317107.2018.1522152

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Gender differences in peer problems and prosocial behavior among children with attention-deficit hyperactivity disorder (ADHD) were examined. Parents and teachers rated social functioning on the Strengths and Difficulties Questionnaire (SDQ) among 592 children (age 5-10years) with ADHD and among 215 children (age 6-10years) in a community sample. Results in the clinical group revealed significant interaction effects where older boys showed fewer peer problems than younger boys, but older girls had similar peer problems as younger girls. Teachers reported less prosocial behavior among younger girls than older girls. No gender differences in social problems emerged for the nonclinical comparison group.

引用

页码：263 / 278

页数：16

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