A friendship intervention for children with Attention-Deficit/Hyperactivity Disorder: preliminary findings.
A friendship intervention for children with Attention-Deficit/Hyperactivity Disorder: preliminary findings.
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DOI：
10.1177/108705470300600301
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发表时间：
2003-04-01
影响因子：
3
通讯作者：
Gnagy, E M
中科院分区：
文献类型：
--
作者：
Hoza, B;Mrug, S;Gnagy, E M
患有注意力缺陷/多动障碍（ADHD）的儿童在同伴关系中遇到困难。无论是ADHD的标准干预措施，还是以同伴接受为导向的干预措施，都不能完全解决这个问题。我们建议，针对ADHD儿童的二元友谊的干预措施可能是更现实的策略，以改善同伴关系。因此，一个友谊干预，实施的背景下，密集的行为治疗计划与209多动症儿童，进行了说明。提出了一个模型，其中朋友的反社会行为与父母的遵守友谊干预，朋友的反社会行为和父母的依从性预测友谊质量和治疗反应。结果表明，与反社会行为较低的同龄人配对的儿童，以及父母对友谊干预的依从性较高的儿童，获得了更高质量的友谊，并被教师评为更有进步。
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are known to experience difficulty in peer relationships. Neither standard interventions for ADHD nor peer acceptance-oriented interventions fully remedy this problem. We propose that interventions targeting ADHD children's dyadic friendships may be more realistic strategies for improving peer relationships. Hence, a friendship intervention, implemented within the context of an intensive behavioral treatment program with 209 ADHD children, is described. A model is proposed in which the friend's antisocial behavior relates to parental compliance with the friendship intervention, and both the friend's antisocial behavior and parental compliance predict friendship quality and treatment response. Results indicate that children paired with peers lower on antisocial behavior and children whose parents had higher levels of compliance with the friendship intervention achieved higher quality friendships and were rated by teachers as more improved.