Negative social preference in relation to internalizing symptoms among children with ADHD predominantly inattentive type: girls fare worse than boys.
Negative social preference in relation to internalizing symptoms among children with ADHD predominantly inattentive type: girls fare worse than boys.
复制标题
DOI：
10.1080/15374416.2013.828298
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Pfiffner LJ
中科院分区：
文献类型：
--
作者：
Becker SP;McBurnett K;Hinshaw SP;Pfiffner LJ
尽管不同的同伴困难，较少被称为同伴功能的儿童注意力缺陷多动障碍（ADHD）主要是注意力不集中型（ADHD-I）相比，同伴功能的儿童ADHD组合型。我们的目的是研究儿童性别是否调节ADHD-I儿童的负面社会偏好和内化/外化问题之间的关系。参与者包括188名被诊断患有ADHD-I的儿童（110名男孩; 7-11岁; 54%白人）。教师对“喜欢/接受”和“不喜欢/拒绝”参与儿童的同学比例的评分被用来计算消极的社会偏好分数。儿童，家长和教师提供的焦虑和抑郁症状的评级，和家长和教师提供的外部化问题的评级。男生和女生在教师消极社会偏好得分上没有差异。然而，正如假设的那样，负面社会偏好和内化症状之间的关系是由性别调节的，这样的负面社会偏好是一致的，更强烈地与内化症状的女孩比男孩。在外在化问题方面，负性社会偏好与教师（而不是父母）的评级，但没有适度的儿童性别被发现。负性社会偏好与教师报告的外在化问题的男孩和女孩ADHD-I，而负性社会偏好始终与女孩的内在化症状在儿童，父母和教师的评级。对未来的研究和干预措施的影响进行了讨论。
Despite distinct peer difficulties, less is known about the peer functioning of children with attention-deficit/hyperactivity disorder (ADHD) predominantly inattentive type (ADHD-I) in comparison to the peer functioning of children with ADHD combined type. Our purpose was to examine whether child sex moderated the relations between negative social preference and internalizing/externalizing problems in children with ADHD-I. Participants included 188 children diagnosed with ADHD-I (110 boys; ages 7–11; 54% Caucasian). Teacher ratings of the proportion of classmates who “like/accept” and “dislike/reject” the participating child were used to calculate negative social preference scores. Children, parents, and teachers provided ratings of anxious and depressive symptoms, and parents and teachers provided ratings of externalizing problems. Boys and girls did not differ on teachers’ negative social preference scores. As hypothesized, however, the relation between negative social preference and internalizing symptoms was moderated by sex such that negative social preference was consistently and more strongly associated with internalizing symptoms among girls than in boys. In terms of externalizing problems, negative social preference was associated with teacher (but not parent) ratings, yet no moderation by child sex was found. Negative social preference is associated with teacher-report of externalizing problems for both boys and girls with ADHD-I, whereas negative social preference is consistently associated with girls’ internalizing symptoms across child, parent, and teacher ratings. Implications for future research and interventions are discussed.