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Social outcomes of children with AD/HD: Contributing factors and implications for practice
Author(s) -
Stormont Melissa
Publication year - 2001
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/pits.1040
Subject(s) - psychology , intervention (counseling) , psychological intervention , developmental psychology , social functioning , social rejection , clinical psychology , social relation , social psychology , interpersonal relationship , psychiatry
The purposes of this article are to provide a review of the literature in the area of social characteristics of children with AD/HD, and to outline interventions for working with specific social problems. Research has consistently documented that children with AD/HD are more rejected and less accepted by their peers. Possible reasons for this peer rejection will be presented in this article and include inappropriate social behavior, social knowledge deficits and biases, and negative interactions with peers and teachers. Because children with AD/HD are at risk for negative social outcomes, multiple intervention options are necessary. © 2001 John Wiley & Sons, Inc.