Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions

2019 ◽  
Vol 57 (1) ◽  
pp. 44-61
Author(s):  
Will Lindstrom ◽  
Jason M. Nelson ◽  
Patricia Foels
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Deliberate Practice ◽  
Study Time ◽  
Time Study ◽  
Study Quality ◽  
Hyperactivity Disorder ◽  
Self Perceptions ◽  
Practice Study

Assessment of Social Self-perceptions of Acceptance and Enmity in Children with Attention-Deficit/Hyperactivity Disorder

2021 ◽  
pp. 082957352110252
Author(s):  
Rosa García-Castellar ◽  
Desirée Sánchez-Chiva ◽  
Pilar Jara-Jiménez ◽  
Cristina Fernández-Ramos
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Ecological Validity ◽  
Small Scale ◽  
Social Self ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Self Perceptions ◽  
Teachers Perspectives ◽  
Learning Programming

This study analyzes the self-perceptions of social competence in children with attention-deficit/hyperactivity disorder (ADHD). It compares two groups of participants, children with ADHD ( N = 20) and children without ADHD ( N = 20) ages between 8 and 12 years old. Sociometric questionnaires were completed by two groups of participants and 707 peers, as well as a questionnaire that evaluates children’s behavior from parents’ and teachers’ perspectives. Results indicate that children with ADHD correctly perceive enmity, but incorrectly perceive friendship. Children with ADHD have low rates of positive reciprocity and qualities that indicate friendship differs considerably from the children without ADHD. The children with ADHD have a different profile of social self-perception than children without ADHD, especially regarding recognizing friendship. The results contribute to the understanding of perceptions of elements of peer relationship and friendships with strong ecological validity. This small scale study provides a proof of concept for improving ecological validity in the methods of evaluating social skills and social emotion learning programming for children with ADHD.

scholarly journals Perceived parenting style and self-perception in children with attention deficit/hyperactivity disorder

2015 ◽  
Vol 8 (1) ◽  
pp. 61-74 ◽  
Author(s):  
Maria Fernanda Molina
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Parenting Style ◽  
Attention Deficit ◽  
Self Concept ◽  
Self Perception ◽  
Hyperactivity Disorder ◽  
Self Perceptions ◽  
Comparison Groups ◽  
Simple Logistic ◽  
Self Protection

Background: there is a growing interest in the study of the self-perceptions of children with Attention Deficit/Hyperactivity Disorder (ADHD) and the bias in their self-concept. Goal: to explore how ADHD children’s perception of parenting style predicts their self-perception and the bias in self-concept. Method: Participants: children between 7 and 13 years old diagnosed with ADHD, children assisting to psychotherapy without an ADHD diagnose, and children not assisting to psychotherapy. It also participated one of their parents. Data analysis: It was used simple logistic regressions. Groups were studied separately. Results: maternal pathological control was the main predictor of ADHD children’s positive self-perceptions and bias. In the comparison groups it predicts negative self-perceptions. Results are discussed in the light of self-protection hypothesis.

Perceptions of ADHD Symptoms in Adolescents With Attention-Deficit/Hyperactivity Disorder: Attributions and Stigma

2020 ◽  
Vol 35 (4) ◽  
pp. 252-265
Author(s):  
Angela Varma ◽  
Judith Wiener
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Adhd Symptoms ◽  
Problematic Behavior ◽  
Hyperactivity Disorder ◽  
Self Perceptions ◽  
Problematic Behaviors

This study investigated attributions and stigmatization self-perceptions of 40 adolescents with and 34 adolescents without ADHD for their problematic behaviors and ADHD as a disorder. Adolescents identified behaviors that they believed described them, indicated which of these behaviors was most problematic for them, and responded to a questionnaire regarding the extent to which this behavior was internally caused, controllable, pervasive, and stigmatizing. Compared to participants without ADHD, participants with ADHD endorsed more problematic behaviors including behaviors that are symptoms of ADHD, the impairment associated with ADHD, and commonly co-occurring disorders. They viewed the behavior that they identified as most problematic for them as more pervasive (stable and occurring in more contexts), uncontrollable, and stigmatizing than participants without ADHD. Adolescents with ADHD were less likely to view their most problematic behavior as pervasive and more likely to view it as stigmatizing than the disorder itself. Although adolescents with and without ADHD did not differ in the extent to which they attributed their most problematic behavior to internal causes, adolescents with ADHD were more likely to view the disorder itself as being caused by something inside them than their most problematic behavior.

scholarly journals Time-dependent changes in positively biased self-perceptions of children with attention-deficit/hyperactivity disorder: A developmental psychopathology perspective

2010 ◽  
Vol 22 (2) ◽  
pp. 375-390 ◽  
Author(s):  
Betsy Hoza ◽  
Dianna Murray-Close ◽  
L. Eugene Arnold ◽  
Stephen P. Hinshaw ◽  
Lily Hechtman ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Depressive Symptoms ◽  
Attention Deficit ◽  
Developmental Psychopathology ◽  
Social Self ◽  
Hyperactivity Disorder ◽  
Self Perceptions ◽  
Bidirectional Relationship ◽  
Dynamic Association ◽  
Over Time

AbstractThis study examined changes in the degree of positive bias in self-perceptions of previously diagnosed 8- to 13-year-old children with attention-deficit/hyperactivity disorder (ADHD; n = 513) and comparison peers (n = 284) over a 6-year period. The dynamic association between biased self-perceptions and dimensional indices of depressive symptoms and aggression also were considered. Across the 6-year time span, comparison children exhibited less bias than children with ADHD, although a normative bolstering of social self-views during early adolescence was observed. Decreases in positive biases regarding social and behavioral competence were associated with increases in depressive symptoms over time, whereas increases in levels of positively biased self-perceptions in the behavioral (but not social) domain were predictive of greater aggression over time. ADHD status moderated the dynamic association between biases and adjustment. Finally, evidence indicated that there was a bidirectional relationship between biases and aggression, whereas depressive symptoms appeared to inversely predict later bias.

scholarly journals The Role of Attention-deficit Hyperactivity Disorder in the Self-perceptions of Children with Emotional and Behavioural Difficulties

2008 ◽  
Vol 43 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Jessica L. Whitley ◽  
Nancy Lee Heath ◽  
Cindy A. Finn
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Comparison Group ◽  
Teacher Ratings ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Self Perceptions ◽  
Behavioural Difficulties ◽  
Emotional And Behavioural Difficulties

Abstract The present study compared the teacher ratings and self-perceptions of two groups of children with emotional and/or behavioural difficulties: a) Those with attention-deficit hyperactivity disorder (ADHD) and b) those with average or below average levels of hyperactivity and attention. Results showed that the ADHD group was rated more poorly by teachers in academic, social, and behavioural domains. This group also inflated their competency ratings in these domains relative to teacher report more than the comparison group.

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