RESUMEN
Previous research has demonstrated that symptoms of attention-deficit/hyperactivity disorder (ADHD) are associated with higher levels of victimization, but little is known about protective factors. The purpose of the study was to examine whether physical activity attenuated the associations among ADHD symptoms and physical and relational victimization 1.5 years later. Participants included 168 s through fourth grade students (M age = 8.43; 52.4 % boys) who completed self-reports of physical activity and victimization; teachers provided ratings of ADHD symptoms. ADHD symptoms predicted subsequent increases in physical, but not relational, victimization among children who reported engaging in moderate/high levels of physical activity, especially out of the school context (moderate: ß = .26, p = .03; high: ß = .55, p < .001). Findings suggest that children with ADHD symptoms may benefit from being taught the skills necessary to appropriately engage in physical activity and from being monitored while engaging in activity in order to limit physical victimization that they might experience.
Asunto(s)
Trastorno por Déficit de Atención con Hiperactividad , Víctimas de Crimen/psicología , Ejercicio Físico/psicología , Influencia de los Compañeros , Habilidades Sociales , Adaptación Psicológica/fisiología , Trastorno por Déficit de Atención con Hiperactividad/diagnóstico , Trastorno por Déficit de Atención con Hiperactividad/fisiopatología , Trastorno por Déficit de Atención con Hiperactividad/psicología , Acoso Escolar/fisiología , Acoso Escolar/prevención & control , Niño , Conducta Infantil/fisiología , Conducta Infantil/psicología , Femenino , Humanos , Masculino , Grupo Paritario , AutoinformeRESUMEN
The main objective of this study was to analyze in a sample of children with ASD the relationship between sensory processing, social participation and praxis impairments and some of the child's characteristics, such as non-verbal IQ, severity of ASD symptoms and the number of ADHD symptoms (inattention and hyperactivity/impulsivity), both in the home and main-classroom environments. Participants were the parents and teachers of 41 children with ASD from 5 to 8 years old (M=6.09). They completed the Sensory Processing Measure (SPM) to evaluate sensory processing, social participation and praxis; the Gilliam Autism Rating Scale (GARS-2) to evaluate autism severity; and a set of items (the DSM-IV-TR criteria) to evaluate the number of inattention and hyperactivity/impulsivity symptoms in the child. Non-verbal IQ - measured by the Raven's Coloured Progressive Matrices Test - did not show a relationship with any of the SPM variables. The SPM variables were significant predictors of autism severity and had similar weights in the two environments. In the case of ADHD symptoms, the SPM variables had a greater weight in the home than in the classroom environment, and they were significant predictors of both inattention and hyperactivity/impulsivity - especially inattention - only in the family context. The moderate association between inattention and auditory processing found in the main-classroom suggests the possible utility of certain measures aimed to simplify any classroom's acoustic environment.
Asunto(s)
Trastorno por Déficit de Atención con Hiperactividad/psicología , Trastorno del Espectro Autista/psicología , Cognición , Ambiente , Trastornos de la Percepción/psicología , Participación Social , Adulto , Trastorno del Espectro Autista/fisiopatología , Niño , Preescolar , Docentes , Femenino , Humanos , Pruebas de Inteligencia , Masculino , Persona de Mediana Edad , Padres , Percepción , Trastornos de la Percepción/fisiopatología , Índice de Severidad de la Enfermedad , Encuestas y CuestionariosRESUMEN
Attention-deficit/hyperactivity disorder (ADHD) symptoms and aggressive behaviors are both associated with peer rejection, but little is known the nature of this association with respect to the two symptom dimensions of hyperactivity-impulsivity and inattention and different types of aggression. The present study examines the relations between dimensions of ADHD symptomatology, proactive and reactive aggression, and peer rejection in adolescence. Teacher-reported data were obtained for 200 high school students (grades 9-12; 48% female; predominately Latino). In structural equation modeling path analyses, the indirect effects of reactive aggression accounted for the link between hyperactivity-impulsivity and peer rejection. Within the same model, neither inattention nor proactive aggression were associated with peer rejection. These findings suggest that reactive aggression may be a key mechanism through which hyperactive-impulsive behavior is associated with peer rejection. Future research and intervention efforts should address the role of reactive aggression among youth with ADHD symptomatology.
Asunto(s)
Conducta del Adolescente/psicología , Agresión/psicología , Hipercinesia/psicología , Conducta Impulsiva/fisiología , Grupo Paritario , Distancia Psicológica , Adolescente , Trastorno por Déficit de Atención con Hiperactividad/diagnóstico , Trastorno por Déficit de Atención con Hiperactividad/psicología , Femenino , Humanos , Masculino , Modelos PsicológicosRESUMEN
BACKGROUND: Diagnostic criteria for attention deficit hyperactivity disorder (ADHD) suggest a range of difficulties in the pragmatic aspects of language, including excessive talking and interrupting others. Such difficulties have been periodically reported over several decades in studies on the language abilities of children with features of ADHD, yet a comprehensive review of the literature has been lacking. AIMS: This review aims to integrate evidence from several lines of research from 1979 to the present on pragmatic language difficulties in children with ADHD or symptoms of ADHD. METHODS & PROCEDURES: A comprehensive search of empirical literature on pragmatic language in children with ADHD or symptoms of ADHD was conducted using PsycINFO and PubMed databases and through following up relevant references cited in articles. Literature was reviewed with respect to the nature and extent of pragmatic language difficulties in ADHD. OUTCOMES & RESULTS: Thirty studies met the review inclusion criteria, including recent questionnaire studies, observational studies of children's communication patterns, and studies of higher-level language comprehension and production. The studies indicate a consistent profile of pragmatic language impairments in children with features of ADHD, particularly in the areas of excessive talking, poor conversational turn-taking, and lack of coherence and organization in elicited speech. CONCLUSIONS & IMPLICATIONS: Pragmatic language difficulties are common in children with features of ADHD. These difficulties are consistent with deficits in executive function that are thought to characterize ADHD, thus providing some support for the theory that executive function contributes to pragmatic language competency. As yet there is very little empirical evidence of specific relationships between particular aspects of pragmatic language and particular domains of executive function. Given the importance of pragmatic language competency for children's social and academic functioning, pragmatic language abilities should be considered during clinical assessment for ADHD and targeted for intervention.