Social skills knowledge and performance in children with ADHD: an examination of interfering responses

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dc.contributor.advisorKaplan, Bonnie J.
dc.contributor.authorBanks, Tracy
dc.date.accessioned2005-08-16T17:15:07Z
dc.date.available2005-08-16T17:15:07Z
dc.date.issued2004
dc.descriptionBibliography: p. 77-85en
dc.description.abstractBased on the social skills classification system by Gresham (1988, 2001) and the work of Wheeler and Carlson (1994), the present study examined social skills knowledge and performance in children with Attention Deficit Hyperactivity Disorder (ADHD), considering four possible interfering responses (impulsivity, aggression, anxiety/depression, academic achievement). It was hypothesised that anxiety/depression and low academic achievement would be related to social skills knowledge deficits, while aggression and impulsivity would be related to social skills performance deficits. Differences in social skills knowledge and performance between ADHD subtypes were also examined. Participants were 80 children, aged 11 to 14 years, who met criteria for ADHD, and one of their parents. Parents completed the Barkley Clinical Interview for ADHD (Barkley, 1997a) via telephone, and families were visited in their homes for the administration of the Social Skills Rating System (Parent Form; Gresham & Elliott, 1990), a social knowledge interview developed for the present study, the Self-Control Rating Scale (Kendall & Wilcox, 1979), the Child Behavior Checklist (Achenbach, 1991) , and the Wide Range Achievement Test-3. Hypotheses were partially supported. Results of regression analyses indicated that social skills knowledge was predicted by anxiety/depression and academic performance, but not by aggressive behaviour. Social skills performance was predicted by impulsivity, aggressive behaviour, and unexpectedly, anxiety/depression, but not by academic achievement. Children with predominantly inattentive ADHD symptoms (ADHD-I) demonstrated significantly more knowledge of self control and cooperation with respect to social situations than did children with combined ADHD symptoms (ADHD-C). Children with both subtypes demonstrated both strengths and weaknesses in social skills performance. Children with ADHD-C were more assertive than children with ADHD-I, while children with ADHD-I were more cooperative than children with ADHD-C. Clinical implications of these findings were discussed with respect to the development of social skills training programs that are tailored to meet the needs of children with both subtypes of ADHD, and that focus on providing a strong generalisation component to encourage performance of acquired social skills.en
dc.format.extentviii, 154 leaves : ill. ; 30 cm.en
dc.identifier.citationBanks, T. (2004). Social skills knowledge and performance in children with ADHD: an examination of interfering responses (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/12860en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/12860
dc.identifier.isbn0612977358en
dc.identifier.lccAC1 .T484 2004 B36en
dc.identifier.urihttp://hdl.handle.net/1880/41828
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleSocial skills knowledge and performance in children with ADHD: an examination of interfering responses
dc.typedoctoral thesis
thesis.degree.disciplinePsychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1489 520492006
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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