Abstract
The purpose of this study is twofold. First, it aims to examine whether the impairment in peer functioning and social-cognitive deficits (i.e., hostile attribution bias, social comprehension, social problem-solving) found in elementary school aged children with ADHD also occur in adolescence. Second, it aims to provide evidence for a predictive relationship between these social-cognitive deficits and an adolescent’s functional impairment in the social domain. To address these aims, several social-cognitive tasks were administered to a small sample of young adolescents with ADHD (N = 27) and a comparison sample without an ADHD diagnosis (N = 18). Parent report of functional impairment and peer sociometric data were also gathered. Comparisons of both parent and peer report of adolescent social functioning suggest that individuals with ADHD continue to experience difficulties with peers into the adolescent years and data from the social-cognitive tasks show evidence of social comprehension and problem-solving deficits. Further analyses indicated a significant link between functional impairment and social cognition. Findings herein are discussed in the context of both the developmental changes that arise during adolescence and consideration of the importance of social cognition for understanding the impaired social functioning experienced by adolescents with ADHD.
Similar content being viewed by others
References
Bagwell, C., Molina, B. S. G., Pelham, W. E., & Hoza, B. (2001). Attention-Deficit Hyperactivity Disorder and problems in peer relations: Predictions from childhood to adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 1285–1292.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychology research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.
Berndt, T. J., & Hoyle, S. G. (1985). Stability and change in childhood and adolescent friendships. Developmental Psychology, 21, 1007–1015.
Bukowski, W. M., Sippola, L. K., & Newcomb, A. F. (2000). Variations in patterns of attraction same-and other-sex peers during early adolescence. Developmental Psychology, 36, 147–154.
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101.
Csikszentmihalyi, M., & Larson, R. (1984). Being Adolescent: Conflict and Growth in the Teenage Years. New York: Basic Books.
Diener, M. B., & Milich, R. (1997). The effects of positive feedback on the social interactions of boys with ADHD: A test of the self-protective hypothesis. Journal of Clinical Child Psychology, 26, 256–265.
Dodge, K. A., Petit, G., McCalskey, C., & Brown, M. (1986). Social competence in children. Monographs of the Society for Research in Child Development, 51, 1–85.
Erhardt, D., & Hinshaw, S. P. (1994). Initial sociometric impressions of attention-deficit hyperactivity disorder and comparison boys: Predictions from social behaviors and from nonbehavioral variables. Journal of Consulting and Clinical Psychology, 62, 833–842.
Fabiano, G., & Pelham, W. E. (2002). Comprehensive treatment for attention deficit/hyperactivity disorder. Handbook of serious emotional disturbances in children and adolescents (pp. 149–174) Hoboken: John Wiley & Sons Inc.
Fabiano, G. A., Pelham, W. E., Waschbusch, D. A., Gnagy, E. M., Lahey, B. B., Chronis, A. M., et al. (2006). A practical measure of impairment: Psychometric properties of the Impairment Rating Scale in samples of children with attention deficit hyperactivity disorder and two school-based samples. Journal of Clinical Child and Adolescent Psychology, 35, 369–385.
Fischer, M., Barkley, R. A., Edelbrock, C. S., & Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria II: Academic, attentional, and neuropsychological status. Journal of Consulting and Clinical Psychology, 58, 580–588.
Hinshaw, S. P. (2007). Moderators and mediators of treatment outcome for youth with ADHD: Understanding for whom and how interventions work. Supplement to Ambulatory Pediatrics, 7, 91–100.
Hoza, B., Gerdes, A. C., Mrug, S., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al. (2005a). Peer-assessed outcomes in the multimodal treatment study of children with attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 34, 74–86.
Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al. (2005b). What aspects of peer relationships are impaired in children with attention deficit hyperactivity disorder? Journal of Consulting and Clinical Psychology, 73, 411–423.
Huang-Pollock, C. L., Mikami, A. Y., Pfiffner, L., & McBurnett, K. (in press). Can executive functions explain the relationship between attention deficit/hyperactivity disorder and social adjustment? Journal of Abnormal Child Psychology.
Kaufman, J., Birmaher, B., Brent, D., Rao, U., Flynn, C., Moreci, P., et al. (1997). Schedule for Affective Disorders and Schizophrenia for School-Age Children and Lifetime Version (K-SADS-PL): Initial reliability and validity data. Journal of the American Academy for Child and Adolescent Psychiatry, 36, 980–988.
Keating, D. P. (2004). Cognitive and Brain Development. In R. M. Lerner & L. Steinberg (Eds.), Handbook of Adolescent Psychology (2nd ed., pp. 45–84). Hoboken: Wiley.
Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford.
Langberg, J. M., Epstein, J. N., Altaye, M., Molina, B. S. G., Arnold, L. E., & Vitiello, B. (2008). The transition to middle school is associated with changes in the developmental trajectory of ADHD symptomatology in young adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 37, 651–663.
Lorch, E. P., Milich, R., Sanchez, R. P., van den Broek, P., Baer, S., Hooks, K., et al. (2000). Comprehension of televised stories in boys with attention deficit hyperactivity disorder and nonreferred boys. Journal of Abnormal Psychology, 109, 321–330.
Lorch, E. P., Eastham, D., Milich, R., Lemberger, R. P., Sanchez, R. P., & Welsh, R. (2004). Difficulties in comprehending causal relations among children with ADHD: The role of cognitive engagement. Journal of Abnormal Psychology, 113, 56–63.
MacBrayer, E. K., Milich, R., & Hundley, M. (2003). Attributional biases in aggressive children and their mothers. Journal of Abnormal Psychology, 112, 698–708.
Marshal, M. P., Molina, B. S. G., & Pelham, W. E. (2003). Childhood ADHD and adolescent substance use: An examination of deviant peer group affiliation as a risk factor. Psychology of Addictive Behaviors, 17, 293–302.
Milich, R., & Dodge, K. A. (1984). Social information processing in child psychiatric populations. Journal of Abnormal Child Psychology, 12, 471–490.
Moffitt, T., & Caspi, A. (2001). Childhood predictors differentiate life-course persistent and adolescence-limited antisocial pathways among males and females. Development and Psychopathology, 13, 355–375.
Ollendick, T. H. (1979). Fear reduction techniques with children. In M. Hersen, R. M. Eisler & P. M. Miller (Eds.), Progress in Behavior Modification (Vol. 8). New York: Academic.
Pelham, W. E., & Bender, M. E. (1982). Peer relationships in hyperactive children: Description and treatment. In K. D. Gadow & I. Bialer (Eds.), Advances in Learning and Behavioral Disabilities (Vol. 1, pp. 365–436). Greenwich: JAI.
Pelham, W. E., & Hoza, B. (1996). Intensive treatment: A summer treatment program for children with ADHD. In E. D. Hibbs & P. S. Jensen (Eds.), Psychosocial Treatments for Child and Adolescent Disorders: Empirically Based Strategies for Clinical Practice. New York: American Psychological Association.
Pelham, W. E., Evans, S. W., Gnagy, E. M., & Greenslade, K. E. (1992). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders: prevalence, factor analyses, and conditional probabilities in a special education sample. School Psychology Review, 21, 285–299.
Pellegrini, A. D., & Long, J. D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary to secondary school. British Journal of Developmental Psychology, 20, 259–280.
Pfiffner, L. J., & McBurnett, K. (1997). Social skills training with parent generalization: Treatment affects for children with attention deficit disorder. Journal of Consulting and Clinical Psychology, 65, 749–757.
Prinstein, M. J., Boergers, J., & Vernberg, E. M. (2001). Overt and relational aggression in adolescents: social psychological adjustment of aggressors and victims. Journal of Clinical Child Psychology, 30, 479–491.
Prinstein, M. J., & La Greca, A. M. (2002). Peer crowd affiliation and internalizing distress in childhood and adolescence: A longitudinal follow-back study. Journal of Research on Adolescence, 12, 325–351.
Rose, A. (2002). Co-rumination in the friendships of girls and boys. Child Development, 73, 1830–1843.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp. 571–645). Hoboken: Wiley.
Rubin, K. H., Chen, X., McDougall, P., Bowker, A., & McKinnon, J. (1995). The Waterloo longitudinal project: Predicting internalizing and externalizing problems in adolescence. Development and Psychopathology, 7, 751–764.
Salmivalli, C., Kaukiainen, A., & Lagerspetz, K. (2000). Aggression and sociometric status among peers: Do gender and type of aggression matter? Scandinavian Journal of Psychology, 41, 17–24.
Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M., & Schwab-Stone, M. (2000). NIMH diagnostic interview schedule for children version IV (NIMH DISC-IV): Description, differences from pervious versions, and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28–38.
Sullivan, M., Marshall, S., Guntzelman, D., & Executive Producers. (1986). Growing Pains [Television series]. Burbank: Burbank Studios.
van den Broek, P. (1997). Discovering the cement of the universe: The development of event comprehension from childhood to adulthood. In P. van den Broek, P. J. Bauer & T. Bourg (Eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events (pp. 321–342). Mahwah: Lawrence Erlbaum Associates.
Wilens, T. E., Biederman, T., & Spencer, T. J. (2002). Attention Deficit/Hyperactivity Disorder across the lifespan. Annual Review of Medicine, 53, 113–131.
Wojslawowicz-Bowker, J. C., Rubin, K. H., Burgess, K. B., Booth-Laforce, C., & Rose-Krasnor, L. (2006). Behavioral characteristics associated with stable and fluid friendship patterns in middle school. Merrill-Palmer Quarterly, 52, 671–693.
Wolraich, M. L., Wibbelsman, C. J., Brown, T. E., Evans, S. W., Gotlieb, E. M., Knight, J. R., et al. (2005). Attention-Deficit/Hyperactivity Disorder among adolescents: A review of the diagnosis, treatment, and clinical implications. Pediatrics, 115, 1734–1746.
Zentall, S. S., Javorsky, J., & Cassady, J. C. (2001). Social comprehension of children with hyperactivity. Journal of Attention Disorders, 5, 11–24.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Sibley, M.H., Evans, S.W. & Serpell, Z.N. Social Cognition and Interpersonal Impairment in Young Adolescents with ADHD. J Psychopathol Behav Assess 32, 193–202 (2010). https://doi.org/10.1007/s10862-009-9152-2
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10862-009-9152-2