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Abstract:
Even though the primary symptoms of attention-deficit hyperactivity disorder (ADHD) do not reflect problems in interpersonal functioning, many affected children experience seriously disturbed peer relations and social rejection. Children with ADHD tend to be intrusive, boisterous, annoying, and generally aversive to peers and others. Studies examining the social skill deficits in children with ADHD are reviewed and possible mediating mechanisms are explored. In addition, efficacy studies involving psychostimulant medication, behavioral, and cognitive-behavioral interventions are discussed.
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Notes on contributors
Steven Landau
Steven Landau, PhD, received his doctorate from the University of Iowa. He is currently Associate Professor of Psychology at Illinois State University. His research interests include examining the disturbed peer relations of children with disruptive behavior disorders and the social reactions to cases of pediatric AIDS.
Lisa A. Moore
Lisa A. Moore, PhD, received her doctorate in school psychology from Texas A & M University in 1990. She currently serves as Assistant Professor of Psychology at Louisiana State University. Her research interests include cognitive and social functioning in children with hyperactivity, social skills training, and classroom behavioral interactions.