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Literature DB >> 521571

Social perspective-taking and teacher ratings of peer interaction in hyperactive boys.

Abstract

Hyperactive and matched control boys at two age levels were compared on teacher ratings of peer interaction and three measures of social perspective-taking. The teachers' ratings of peer interaction discriminated between the hyperactive children and their controls. In addition, a significant interaction effect indicated that teachers rated the older hyperactive group as more deviant with peers than both their younger hyperactive counterparts and their age-matched controls. In a structured laboratory setting, the hyperactive children did not differ from control children on the three measures of social perspective-taking. The perspective-taking measures did, however, show differences across age groups. Implications for treatment are examined.

Entities: Species

Mesh：

Year: 1979 PMID： 521571 DOI： 10.1007/BF00917618

Source DB: PubMed Journal: J Abnorm Child Psychol ISSN： 0091-0627

12 in total

Social perspective-taking and teacher ratings of peer interaction in hyperactive boys.

1. Methylphenidate in children--effect of dosage.

2. Studies on the hyperactive child. 8. Five-year follow-up.

3. Long-term follow-up of early detected vulnerable children.

4. A teacher rating scale for use in drug studies with children.

5. Hyperactive children as teenagers: a follow-up study.

6. Empirical basis for subgrouping the hyperkinetic/minimal brain dysfunction syndrome.

7. Ascertaining deviant behavior in children.

8. A 2-year follow-up of 72 hyperactive boys. Classroom behavior and peer acceptance.

9. The interactions of normal and hyperactive children with their mothers in free play and structured tasks.

10. Interpersonal awareness in children: toward an integration of developmental and clinical child psychology.

1. Dyadic peer interaction and task orientation in attention-deficit-disordered children.

2. Comment on "Hyperactivity: nature of the syndrome and its natural history".

3. Attention styles and peer relationships of hyperactive and normal boys and girls.

4. Prosocial behavior in hyperactive boys: effects of stimulant medication and comparison with normal boys.

5. Peer popularity and peer communication patterns: hyperactive versus active but normal boys.

6. Attention styles of hyperactive and normal girls.

7. Hyperactive children and peer interaction: knowledge and performance of social skills.