Imola Marton1, Judith Wiener2, Maria Rogers3, Chris Moore4. 1. Toronto District School Board, Ontario, Canada imola.marton@tdsb.on.ca. 2. University of Toronto, Ontario, Canada. 3. The Hospital for Sick Children, Toronto, Ontario, Canada. 4. Dalhousie University, Halifax, Nova Scotia, Canada.
Abstract
OBJECTIVE: This study explored the friendship characteristics of 8 to 12 year old children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Friendship characteristics included number of nominated and corroborated friends, duration of friendships, amount of contact with friends, and the proportion of friends with learning and behavioral problems. METHOD: The sample comprised 92 children, 50 with a diagnosis of ADHD and 42 comparison children. RESULT: While children with ADHD did not differ from comparison children in the number of friends they nominated, parents and teachers of children with ADHD were less likely to corroborate that these friendships existed. The friendships of children with ADHD were also shorter in duration. While children with ADHD were indistinguishable from comparison children with regards to the amount of telephone contact with friends, they spent less time with friends outside of school than comparison children. Children with ADHD had a higher proportion of friends with learning and behavior problems. CONCLUSION: While children with ADHD differ from comparison children in the above friendship characteristics, it is promising that they still fall within the average range for the number of corroborated friendships and they demonstrate adequate stability in their friendships.
OBJECTIVE: This study explored the friendship characteristics of 8 to 12 year old children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Friendship characteristics included number of nominated and corroborated friends, duration of friendships, amount of contact with friends, and the proportion of friends with learning and behavioral problems. METHOD: The sample comprised 92 children, 50 with a diagnosis of ADHD and 42 comparison children. RESULT: While children with ADHD did not differ from comparison children in the number of friends they nominated, parents and teachers of children with ADHD were less likely to corroborate that these friendships existed. The friendships of children with ADHD were also shorter in duration. While children with ADHD were indistinguishable from comparison children with regards to the amount of telephone contact with friends, they spent less time with friends outside of school than comparison children. Children with ADHD had a higher proportion of friends with learning and behavior problems. CONCLUSION: While children with ADHD differ from comparison children in the above friendship characteristics, it is promising that they still fall within the average range for the number of corroborated friendships and they demonstrate adequate stability in their friendships.
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