Advertisement

Journal of Abnormal Child Psychology

, Volume 10, Issue 4, pp 483–495 | Cite as

Attentional deficits with and without hyperactivity: Teacher and peer perceptions

  • Cheryl King
  • Richard David Young
Article

Abstract

The present study assessed teacher and peer perceptions of boys classified according to DSM-III criteria for Attention Deficit with Hyperactivity (ADH) and Attention Deficit without Hyperactivity (AD). Teachers completed SNAP checklists (Pelham, Note 1) on all boys in their classrooms (219 boys). Twelve percent fit ADH criteria; less than 5% fit AD criteria. Teacher perceptions were assessed with the Conners Teacher Rating Scale. ADH and AD groups did not differ on the Inattention factor, although the AD group was rated significantly lower than the ADH group on Conduct Problems and Hyperactivity. These profiles were expected on the basis of DSM-III descriptions of ADH and AD; the ADH group seemed to resemble previous research samples of hyperactive children. Classroom peer perceptions, assessed with like-dislike nominations, did not discriminate between diagnostic groups. Both groups were perceived more negatively than the Comparison group, suggesting that both groups are “at risk”.

Keywords

Conduct Problem Comparison Group Attention Deficit Diagnostic Group Teacher Rate 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Reference notes

  1. 1.
    Pelham, W. E. Peer relationships in hyperactive children: Description and treatment effects. In R. Milich (Chair),Peer relationships among hyperactive children. Symposium presented at the Annual Meeting of the American Psychological Association, Montreal, 1980.Google Scholar
  2. 2.
    Campbell, S. B., & Levine, P. C. Peer interactions of young “hyperactive” children in preschool. In R. Milich (Chair),Peer relationships among hyperactive children. Symposium presented at the Annual Meeting of the American Psychological Association, Montreal, 1980.Google Scholar
  3. 3.
    Agnew, P. N., & Young, R. D.Verbal mediation, cognitive tempo, and self-esteem in normal-active, high-active and hyperactive boys. Paper presented at the Biennial Meeting of the Society for Research in Child Development, San Francisco, 1979.Google Scholar
  4. 4.
    Pelham, W. E. personal communication, August 1981.Google Scholar
  5. 5.
    Sprague, R. L., Cohen, M. N., & Werry, J. S.Normative data on the Conners Teacher Rating Scale and Abbreviated Scale. Technical Report of the Institute of Child Behavior and Development. Champaign, Illinois: University of Illinois, 1974.Google Scholar
  6. 6.
    Quay, H. C. Comments on conduct disorder, attention deficit disorder and hyperactivity. In B. B. Lahey (Chair),Is there an independent syndrome of hyperactivity in children? Symposium presented at the Annual Meeting of the American Psychological Association, Montreal, 1980.Google Scholar
  7. 7.
    Dodge, K. A. Behavioral antecedents of peer social rejection and isolation. In K. A. Dodge (Chair),Methodological and substantive issues in the observation of peer interactions. Symposium presented at the Biennial Meeting of the Society for Research in Child Development, Boston, 1981.Google Scholar

References

  1. 8.
    Abikoff, H., Gittelman, R., & Klein, D. E. Classroom observation code for hyperactive children: A replication of validity.Journal of Consulting and Clinical Psychology, 1980,48, 5, 555–565.Google Scholar
  2. 9.
    American Psychiatric Association.Diagnostic and statistical manual of mental disorders (3rd ed.) Washington, D.C.: Author, 1980.Google Scholar
  3. 10.
    Chandler, M. J. Egocentrism and anti-social behavior: The assessment and training of social perspective-taking skills.Developmental Psychology, 1973,9, 326–337.Google Scholar
  4. 11.
    Conners, C. K. A teacher rating scale for use in drug studies with children.American Journal of Psychiatry, 1969,126, 884–888.Google Scholar
  5. 12.
    Cowen, E. L., Pederson, A., Babijian, H., Izzo, L., & Trost, M. A. Long-term follow-up of early detected vulnerable children.Journal of Consulting and Clinical Psychology, 1973,41, 438–446.Google Scholar
  6. 13.
    Darley, J. M., & Fazio, R. Expectancy confirmation processes arising in the social interaction sequence.American Psychologist, 1980,35, 867–881.Google Scholar
  7. 14.
    Douglas, V. I., & Peters, K. G. Toward a clearer definition of the attentional deficit of hyperactive children. In G. A. Hale & M. Lewis (Eds.),Attention and cognitive development. New York: Plenum Press, 1979.Google Scholar
  8. 15.
    Gottman, J., Gonso, J., & Rasmussen, B. Social interaction, social competence, and friendship in children.Child Development, 1975,46, 709–718.Google Scholar
  9. 16.
    Hartup, W. W., Glazer, J. A., & Charlesworth, R. Peer reinforcement and sociometric status.Child Development, 1967,38, 1017–1024.Google Scholar
  10. 17.
    King, C. A., & Young, R. D. Peer popularity and peer communication patterns: Hyperactive versus active but normal boys.Journal of Abnormal Child Psychology, 1981,9, 465–482.Google Scholar
  11. 18.
    Klein, A. R., & Young, R. D. Hyperactive boys in their classroom: Assessment of teacher and peer perceptions, interactions, and classroom behaviors.Journal of Abnormal Child Psychology, 1979,7, 425–442.Google Scholar
  12. 19.
    Lahey, B. B., Green, K. D., & Forehand, R. On the independence of ratings of hyperactivity, conduct problems, and attention deficits in children: A multiple regression analysis.Journal of Consulting and Clinical Psychology, 1980,18, 566–574.Google Scholar
  13. 20.
    Lambert, N. M., Sandoval, J., & Sassone, D. Prevalence of hyperactivity in elementary school children as a function of social system definers.American Journal of Orthopsychiatry, 1978,48, 446–463.Google Scholar
  14. 21.
    Milich, R., & Landau, S. Socialization and peer relations in hyperactive children. In K. D. Gadow & I. Bialer (Eds.),Advances in learning and behavior disabilities, Greenwich, Connecticut: JAI Press, 1982.Google Scholar
  15. 22.
    Prinz, R. J., Conner, P. A., & Wilson, C. C. Hyperactive and aggressive behaviors in childhood: Intertwined dimensions.Journal of Abnormal Child Psychology, 1981,9, 191–202.Google Scholar
  16. 23.
    Roberts, M. A., Milich, R., Loney, J., & Caputo, J. A multitrait-multimethod analysis of variance of teachers' ratings of aggression, hyperactivity, and inattention.Journal of Abnormal Child Psychology, 1981,9, 371–380.Google Scholar
  17. 24.
    Rolf, J. E. Peer status and the directionality of symptomatic behavior: Prime social competence predictors of outcome for vulnerable children.American Journal of Orthopsychiatry, 1976,46, 74–88.Google Scholar
  18. 25.
    Stager, S. F., & Young, R. D. A self-concept measure for pre-school and early primary grade children.Journal of Personality Assessment, in press.Google Scholar
  19. 26.
    Stryker, S.Symbolic interactionism: A social structural version. Menlo Park, California: Benjamin/Cummings, 1980.Google Scholar
  20. 27.
    Trites, R. L., Blouin, A. G., Ferguson, H. B., & Lynch, G. S. The Conners' Teacher Rating Scale: An epidemiologic, inter-rater reliability and follow-up investigation. In K. D. Gadow & J. Loney (Eds.),Psychosocial aspects of drug treatment for hyperactivity. Boulder, Colorado: Westview Press, 1981.Google Scholar
  21. 28.
    Werry, J. S., Sprague, R. L., & Cohen, M. N. Conners' Teacher Rating Scale for use in drug studies with children-An empirical study.Journal of Abnormal Child Psychology, 1975,3, 217–229.Google Scholar
  22. 29.
    Whalen, C. K., Henker, B., Collins, B. E., McAuliffe, S., & Vaux, A. Peer interaction in a structured communication task: Comparisons of normal and hyperactive boys and of methylphenidate (Ritalin) and placebo effects.Child Development, 1979,48, 388–401.Google Scholar
  23. 30.
    Wilson, W. D. A study of self-concept of hyperactive children.Dissertation Abstracts International, 1976,37(1-B), 447–448.Google Scholar
  24. 31.
    Worland, J., North-Jones, M., & Stern, J. A. Performance and activity of hyperactive and normal boys as a function of distraction and reward.Journal of Abnormal Child Psychology, 1973,1, 363–377.Google Scholar

Copyright information

© Plenum Publishing Corporation 1982

Authors and Affiliations

  • Cheryl King
    • 1
  • Richard David Young
    • 1
  1. 1.Department of PsychologyIndiana UniversityBloomington

Personalised recommendations