Hostname: page-component-cd9895bd7-lnqnp Total loading time: 0 Render date: 2024-12-26T09:15:39.402Z Has data issue: false hasContentIssue false
  • English
  • Français

Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles

Published online by Cambridge University Press:  01 October 2010

Dianna Murray-Close ,
Betsy Hoza ,
Stephen P. Hinshaw ,
L. Eugene Arnold ,
James Swanson ,
Peter S. Jensen ,
Lily Hechtman  and
Karen Wells
Dianna Murray-Close*
Affiliation:
University of Vermont
Betsy Hoza
Affiliation:
University of Vermont
Stephen P. Hinshaw
Affiliation:
University of California, Berkeley
L. Eugene Arnold
Affiliation:
Ohio State University
James Swanson
Affiliation:
University of California, Irvine
Peter S. Jensen
Affiliation:
Mayo Clinic and The Reach Institute
Lily Hechtman
Affiliation:
Montreal Children's Hospital
Karen Wells
Affiliation:
Duke University
*
Address correspondence and reprint requests to: Dianna Murray-Close, Department of Psychology, Room 234, University of Vermont, Burlington, VT 05405; E-mail: dianna.murray-close@uvm.edu.
Get access Rights & Permissions [Opens in a new window]

Abstract

We examined the developmental processes involved in peer problems among children (M age = 10.41 years) previously diagnosed with attention-deficit/hyperactivity disorder (ADHD) at study entry (N = 536) and a comparison group (N = 284). Participants were followed over a 6-year period ranging from middle childhood to adolescence. At four assessment periods, measures of aggression, social skills, positive illusory biases (in the social and behavioral domains), and peer rejection were assessed. Results indicated that children from the ADHD group exhibited difficulties in each of these areas at the first assessment. Moreover, there were vicious cycles among problems over time. For example, peer rejection was related to impaired social skills, which in turn predicted later peer rejection. Problems also tended to spill over into other areas, which in turn compromised functioning in additional areas across development, leading to cascading effects over time. The findings held even when controlling for age and were similar for males and females, the ADHD and comparison groups, and among ADHD treatment groups. The results suggest that the peer problems among children with and without ADHD may reflect similar processes; however, children with ADHD exhibit greater difficulties negotiating important developmental tasks. Implications for interventions are discussed.

Type
Regular Articles
Information
Development and Psychopathology , Volume 22 , Issue 4: Developmental Cascades: Part 2 , November 2010 , pp. 785 - 802
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bagwell, C. L., Molina, B. S. G., Pelham, W. E., & Hoza, B. (2001). Attention-deficit hyperactivity disorder and problems in peer relations: Predictions from childhood to adolescence. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1285–1292.CrossRefGoogle ScholarPubMed
Bagwell, C. L., Newcomb, A. F., & Bukowski, W. M. (1998). Preadolescent friendship and peer rejection as predictors of adult adjustment. Child Development, 69, 140–153.Google Scholar
Baumeister, R. F., Smart, L., & Boden, J. M. (1996). Relation of threatened egotism to violence and aggression: The dark side of high self-esteem. Psychological Review, 103, 5–33.CrossRefGoogle ScholarPubMed
Berndt, T. J. (1996). Transitions in friendship and friends' influence. In Graber, J. A. & Brooks-Gunn, J. (Eds.), Transitions through adolescence: Interpersonal domains and contexts (pp. 57–84). Hillsdale, NJ: Erlbaum.Google Scholar
Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. The Guilford series on social and emotional development. New York: Guilford Press.Google Scholar
Blachman, D. R., & Hinshaw, S. P. (2002). Patterns of friendship among girls with and without attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 30, 625–640.CrossRefGoogle ScholarPubMed
Bukowski, W. M., & Kramer, T. L. (1986). Judgments of the features of friendships among early adolescent girls and boys. Journal of Early Adolescence, 6, 331–338.CrossRefGoogle Scholar
Burt, K. B., Obradović, J., Long, J. D., & Masten, A. S. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79, 359–374.Google Scholar
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indices for testing measurement invariance. Structural Equation Modeling, 9, 233–255.CrossRefGoogle Scholar
Cicchetti, D., & Cohen, D. J. (2006). Developmental psychopathology: Vol. 3. Risk, disorder, and adaptation (2nd ed.). Hoboken, NJ: Wiley.Google Scholar
Cicchetti, D., & Rogosch, F. A. (2002). A developmental psychopathology perspective on adolescence. Journal of Consulting and Clinical Psychology, 70, 6–20.CrossRefGoogle ScholarPubMed
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147–163.CrossRefGoogle ScholarPubMed
Coie, J. D., & Dodge, K. A. (1983). Continuities and changes in children's social status: A five-year longitudinal study. Merrill–Palmer Quarterly, 29, 261–281.Google Scholar
Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behavior. In Damon, W. (Series Ed.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 779–862). New York: Wiley.Google Scholar
Colvin, C. R., Block, J., & Funder, D. C. (1996). Psychometric truths in the absence of psychological meaning: A reply to Zuckerman and Knee. Journal of Personality and Social Psychology, 70, 1252–1255.CrossRefGoogle Scholar
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74–101.CrossRefGoogle Scholar
Cullerton-Sen, C., & Crick, N. R. (2005). Understanding the effects of physical and relational victimization: The utility of multiple perspectives in predicting social–emotional adjustment. School Psychology Review, 34, 147–160.CrossRefGoogle Scholar
Diamantopoulou, S., Rydell, A. M., & Henricsson, L. (2008). Can both low and high self-esteem be related to aggression in children? Social Development, 17, 682–698.CrossRefGoogle Scholar
Diener, M. B., & Milich, R. (1997). Effects of positive feedback on the social interactions of boys with attention deficit hyperactivity disorder: A test of the self-protective hypothesis. Journal of Clinical Child Psychology, 26, 256–265.CrossRefGoogle ScholarPubMed
Dishion, T. (1990). The peer context of troublesome child and adolescent behavior. In Leone, P. (Ed.), Understanding troubled and troubling youth (Vol. 116, pp. 128–153). Thousand Oaks, CA: Sage.Google Scholar
Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., et al. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393.CrossRefGoogle ScholarPubMed
Erhardt, D., & Hinshaw, S. P. (1994). Initial sociometric impressions of attention-deficit hyperactivity disorder and comparison boys: Predictions from social behaviors and from nonbehavioral variables. Journal of Consulting and Clinical Psychology, 62, 833–842.CrossRefGoogle ScholarPubMed
Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System manual. Circle Pines, MN: American Guidance Service.Google Scholar
Harrist, A. W., Zaia, A. F., Bates, J. E., Dodge, K. A., & Pettit, G. S. (1997). Subtypes of social withdrawal in early childhood: Sociometric status and social–cognitive differences across four years. Child Development, 68, 278–294.Google Scholar
Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87–97.Google Scholar
Harter, S. (1985). Manual for the Self-Perception Profile for Children. Unpublished manuscript, University of Denver.Google Scholar
Harter, S. (1988). The Self-Perception Profile for Adolescents. Unpublished manuscript, University of Denver.Google Scholar
Harter, S. (1999). The cognitive and social construction of the developing self. New York: Guilford Press.Google Scholar
Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55, 1969–1982.Google Scholar
Hartup, W. W. (1992). Friendships and their developmental significance. In McGurk, H. (Ed.), Childhood and social development: Contemporary perspectives (pp. 175–205). London: Erlbaum.Google Scholar
Hartup, W. W., & Sancilio, M. F. (1986). Children's friendships. In Schopler, E. & Mesibov, G. B. (Eds.), Social behavior in autism (pp. 61–79). New York: Plenum Press.CrossRefGoogle Scholar
Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45, 84–108.CrossRefGoogle ScholarPubMed
Hinshaw, S. P. (2002). Is ADHD an impairing condition in childhood and adolescence? In Jensen, P. S. & Cooper, J. R. (Eds.), Attention deficit hyperactivity disorder: State of the science; Best practices (pp. 5-1–5-21). Kingston, NJ: Civic Research Institute.Google Scholar
Hinshaw, S. P., March, J. S., Abikoff, H., Arnold, L. E., Cantwell, D. P., Conners, C. K., et al. (1997). Comprehensive assessment of childhood attention-deficit hyperactivity disorder in the context of a multisite, multimodal clinical trial. Journal of Attention Disorders, 1, 217–234.CrossRefGoogle Scholar
Hoza, B. (2007). Peer functioning in children with ADHD. Ambulatory Pediatrics, 7, 101–106, and Journal of Pediatric Psychology, 32, 719–727 [Special joint publication].CrossRefGoogle ScholarPubMed
Hoza, B., Gerdes, A. C., Hinshaw, S. P., Arnold, L. E., Pelham, W. E., Molina, B. S. G., et al. (2004). Self-perceptions of competence in children with ADHD and comparison children. Journal of Consulting and Clinical Psychology, 72, 382–391.CrossRefGoogle ScholarPubMed
Hoza, B., Gerdes, A. C., Mrug, S., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al. (2005). Peer-assessed outcomes in the Multimodal Treatment Study of Children With Attention Deficit Hyperactivity Disorder. Journal of Clinical Child and Adolescent Psychology, 34, 74–86.CrossRefGoogle ScholarPubMed
Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., et al. (2005). What aspects of peer relationships are impaired in children with ADHD? Journal of Consulting and Clinical Psychology, 73, 411–423.Google Scholar
Hoza, B., Murray-Close, D., Arnold, L. E., Hinshaw, S. P., Hechtman, L., & The MTA Cooperative Group. (2010). Time-dependent changes in positive illusory self-perceptions of children with attention-deficit/hyperactivity disorder: A developmental psychopathology perspective. Developmental and Psychopathology, 22, 375–390.CrossRefGoogle Scholar
Hoza, B., Owens, J. S., & Pelham, W. E. (1999). Attention-deficit/hyperactivity disorder. In Ammerman, R. T., Hersen, M., & Last, C. G. (Eds.), Handbook of prescriptive treatments for children and adolescents (2nd ed., pp. 63–83). Boston: Allyn & Bacon.Google Scholar
Hoza, B., Pelham, W. E., Dobbs, J., Owens, J. S., & Pillow, D. R. (2002). Do boys with attention-deficit/hyperactivity disorder have positive illusory self-concepts? Journal of Abnormal Psychology, 111, 268–278.CrossRefGoogle ScholarPubMed
Hoza, B., Tomb, M., Kaiser, N. M., Waschbusch, D. A., & Murray-Close, D. (2009). Explaining social deficits in ADHD. Manuscript in preparation.Google Scholar
Hu, L., & Benter, P. M. (1999). Cutoff criteria for indexes in convariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.CrossRefGoogle Scholar
Hughes, C., & Dunn, J. (1998). Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends. Developmental Psychology, 34, 1026–1037.CrossRefGoogle ScholarPubMed
Hymel, S., Bowker, A., & Woody, E. (1993). Aggressive versus withdrawn unpopular children: Variations in peer and self-perceptions in multiple domains. Child Development, 64, 879–896.CrossRefGoogle ScholarPubMed
Ialongo, N. S., Vaden-Kiernan, N., & Kellam, S. (1998). Early peer rejection and aggression: Longitudinal relations with adolescent behavior. Journal of Developmental & Physical Disabilities, 10, 199–213.CrossRefGoogle Scholar
Kaiser, N. M., Hoza, B., Pelham, W. E., Gnagy, E., & Greiner, A. R. (2008). ADHD status and degree of positive illusions: Moderational and mediational relations with actual behavior. Journal of Attention Disorders, 12, 227–238.Google ScholarPubMed
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.Google Scholar
Kupersmidt, J. B., Burchinal, M., & Patterson, C. J. (1995). Developmental patterns of childhood peer relations as predictors of externalizing behavior problems. Development and Psychopathology, 7, 825–843.CrossRefGoogle Scholar
Little, S. A., & Garber, J. (1995). Aggression, depression, and stressful life events predicting peer rejection in children. Development and Psychopathology, 7, 845–856.CrossRefGoogle Scholar
Little, T. D., Jones, S. M., Henrich, C. C., & Hawley, P. H. (2003). Disentangling the “whys” from the “whats” of aggressive behavior. International Journal of Behavioral Development, 27, 122–133.CrossRefGoogle Scholar
Maguire, M. C., & Dunn, J. (1997). Friendships in early childhood and social understanding. International Journal of Behavioural Development, 21, 669–686.CrossRefGoogle Scholar
Marsh, H. W., Craven, R., & Debus, R. (1998). Structure, stability, and development of children's self-concepts: A multicohort–multioccasion study. Child Development, 69, 1030–1053.Google ScholarPubMed
Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205–220.Google Scholar
Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., et al. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733–746.Google Scholar
Messer, B., & Harter, S. (1989). The Self-Perception Profile for Adults. Unpublished manuscript, University of Denver.Google Scholar
Molina, B. S. G., Hinshaw, S. P., Swanson, J. M., Arnold, L. E., Vitiello, B., Jensen, P. S., et al. (2009). MTA at 8 years: Follow-up of children treated for combined-type ADHD in a multisite study. Journal of the American Academy of Child & Adolescent Psychiatry, 48, 484–500.CrossRefGoogle Scholar
Mrug, S., Hoza, B., Pelham, W. E., Gnagy, E. M., & Greiner, A. R. (2007). Behavior and peer status in children with ADHD: Continuity and change. Journal of Attention Disorders, 10, 359–371.CrossRefGoogle ScholarPubMed
MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1073–1086.Google Scholar
Muthén, B. O. (1989). Latent variable modeling in heterogeneous populations. Psychometrika, 54, 557–585.CrossRefGoogle Scholar
Muthén, L. K., & Muthén, B. O. (1998–2007). Mplus user's guide (5th ed.). Los Angeles: Author.Google Scholar
Newcomb, A. F., & Bagwell, C. L. (1995). Children's friendship relations: A meta-analytic review. Psychological Bulletin, 117, 306–347.Google Scholar
Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children's peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99–128.CrossRefGoogle ScholarPubMed
Ostrov, J. M., & Crick, N. R. (2007). Forms and functions of aggression during early childhood: A short-term longitudinal study. School Psychology Review, 36, 22–43.CrossRefGoogle Scholar
Owens, E. B., Hinshaw, S. P., Lee, S. S., & Lahey, B. B. (2009). Few girls with childhood attention-deficit hyperactivity disorder show positive adjustment during adolescence. Journal of Clinical Child & Adolescent Psychology, 38, 132–143.CrossRefGoogle ScholarPubMed
Owens, J. S., Goldfine, M. E., Evangelista, N. M., Hoza, B., & Kaiser, N. M. (2007). A critical review of self-perceptions and the positive illusory bias in children with ADHD. Clinical Child and Family Psychology Review, 10, 335–351.CrossRefGoogle ScholarPubMed
Pelham, W. E., & Bender, M. E. (1982). Peer relationships in hyperactive children: Description and treatment. In Gadow, K. D. & Bialer, I. (Eds.), Advances in learning and behavioral disabilities (Vol. 1, pp. 365–436). Greenwich, CT: JAI Press.Google Scholar
Pettit, G. S., Clawson, M. A., Dodge, K. A., & Bates, J. E. (1996). Stability and change in peer-rejected status: The role of child behavior, parenting, and family ecology. Merrill–Palmer Quarterly, 42, 267–294.Google Scholar
Pope, A. W., & Bierman, K. L. (1999). Predicting adolescent peer problems and antisocial activities: The relative roles of aggression and dysregulation. Developmental Psychology, 35, 335–346.Google Scholar
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In Damon, W. & Lerner, R. (Series Eds.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 571–645). New York: Wiley.Google Scholar
Rudolph, K. D., & Clark, A. G. (2001). Conceptions of relationships in children with depressive and aggressive symptoms: Social–cognitive distortions or reality? Journal of Abnormal Child Psychology, 29, 41–56.CrossRefGoogle ScholarPubMed
Satorra, A. (2000). Scaled and adjusted restricted tests in multi-sample analysis of moment structures. In Heijmans, R. D. H., Pollock, D. S. G., & Satorra, A. (Eds.), Innovations in multivariate statistical analysis: A festschrift for Heinz Neudecker (pp. 233–247). London: Kluwer Academic.Google Scholar
Sroufe, L. A. (1997). Psychopathology as an outcome of development. Development and Psychopathology, 9, 251–268.CrossRefGoogle ScholarPubMed
Sroufe, L. A., & Rutter, M. (1984). The domain of developmental psychopathology. Child Development, 55, 17–29.CrossRefGoogle ScholarPubMed
Taylor, A. B., MacKinnon, D., & Tein, J.-Y. (2008). Test of the three-path mediated effect. Organizational Research Methods, 11, 241–269.CrossRefGoogle Scholar
Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103, 193–210.CrossRefGoogle ScholarPubMed
Tisak, J., & Smith, C. S. (1994a). Defending and extending difference score methods. Journal of Management, 20, 675–682.CrossRefGoogle Scholar
Tisak, J., & Smith, C. S. (1994b). Rejoinder to Edwards' comments. Journal of Management, 20, 691–694.Google Scholar
Vaillencourt, T., & Hymel, S. (2006). Aggression and social status: The moderating roles of sex and peer-valued characteristics. Aggressive Behavior, 32, 396–408.CrossRefGoogle Scholar
Warden, D., & Mackinnon, S. (2003). Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problem-solving strategies. British Journal of Developmental Psychology, 21, 367–385.CrossRefGoogle Scholar
Williams, J., & MacKinnon, D. P. (2008). Resampling and distribution of the product methods for testing indirect effects in complex models. Structural Equation Modeling, 15, 23–51.Google Scholar
Zakriski, A. L., & Coie, J. D. (1996). A comparison of aggressive-rejected and nonaggressive rejected children's interpretations of self-directed and other-directed rejection. Child Development, 67, 1048–1070.CrossRefGoogle ScholarPubMed