Parent-Child Interactions of ADHD Children: Comparisons with Children of Differing Sociometric Status.

Autor/in	MacDonald, Kevin
Titel	Parent-Child Interactions of ADHD Children: Comparisons with Children of Differing Sociometric Status.
Quelle	(1989), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attention Deficit Disorders; Hyperactivity; Males; Parent Child Relationship; Parent Influence; Peer Acceptance; Preschool Children; Preschool Education; Rejection (Psychology) + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Male; Männliches Geschlecht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ablehnung
Abstract	An investigation was undertaken of the hypothesis that the parent-child interactions of children having an attention deficit hyperactivity disorder (ADHD) would resemble those of rejected children and differ systematically from the interactions of popular and neglected children. Subjects were 12 popular, 12 neglected, and 12 rejected boys of differing sociometric status who ranged in age from 3 to 5 years. Additionally, 13 children ranging in age from 3 through 6 years who had been diagnosed as exhibiting ADHD were recruited. Physician's records indicated that the diagnosis of ADHD had been made on the basis of parent descriptions of the child. Data were gathered through teachers ratings on the Conners Abbreviated Symptom Questionnaire and the California Child Q-set for each participating child, and videotapes of each parent playing separately with the child for 20 minutes. Videotapes were scored on the following behaviors: (1) parent direct and child direct; (2) parent suggest and child suggest; (3) parent question and child question; (4) physical play; (5) object play; (6) approach stimulation; (7) avoid stimulation; (8) overstimulation; (9) positive affective response; and (10) aggression. Findings indicated that, in general, although the parent-child interactions of the ADHD children tended to differ from all of the other groups, they tended to differ least from the interactions of rejected children. Results are discussed. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC