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A review of the literature on Attention‐Deficit Hyperactivity Disorder children: Peer interactions and collaborative learning
Author(s) -
Saunders Bella,
Chambers Susan M.
Publication year - 1996
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199610)33:4<333::aid-pits8>3.0.co;2-n
Subject(s) - psychology , attention deficit hyperactivity disorder , cognition , disadvantage , developmental psychology , social skills , collaborative learning , learning disability , peer relations , peer group , clinical psychology , pedagogy , psychiatry , political science , law
ADHD children may have social skill deficits in at least three main areas: social communication, poor emotional regulation, and social‐cognitive biases. They also have cognitive difficulties which have implications for their learning. Based on a review of the literature, it is argued that maladaptive classroom peer interactions for ADHD children may disadvantage their learning on collaborative tasks. Although the literature is sparse in the area of peer interactions and collaborative learning for ADHD children, some suggestions for practice and future research are suggested. © 1996 John Wiley & Sons, Inc.