Maedgen J W, Carlson C L
Department of Student Health, University of Virginia Health System, USA.
J Clin Child Psychol. 2000 Mar;29(1):30-42. doi: 10.1207/S15374424jccp2901_4.
Compared 16 children with attention deficit hyperactivity disorder (ADHD) combined type (ADHD-C), 14 children with ADHD predominantly inattentive type (ADHD-I), and 17 controls on parent and teacher ratings of social status and performance, self-report of social knowledge and performance, and observations of behavior on an emotional regulation task. Analyses revealed distinct patterns of social dysfunction between ADHD subgroups. Children with ADHD-C were rated as showing more aggressive behavior; furthermore, they displayed emotional dysregulation characterized by high intensity and high levels of both positive and negative behavior. In contrast, children with ADHD-I were perceived as displaying social passivity and showed deficits in social knowledge on the self-report measure but did not evidence problems in emotional regulation. Regression analyses revealed that social performance, emotional regulation, and, to a lesser degree, social knowledge, were predictive of social status. The application of these findings to understanding the nature of the social deficits in the ADHD subtypes and directions for future research are discussed.
比较了16名注意力缺陷多动障碍（ADHD）混合型（ADHD-C）儿童、14名主要为注意力不集中型ADHD（ADHD-I）儿童以及17名对照组儿童在家长和教师对社会地位和表现的评定、社会知识和表现的自我报告以及一项情绪调节任务中的行为观察方面的差异。分析揭示了ADHD亚组之间不同的社会功能障碍模式。ADHD-C儿童被评定为表现出更多攻击性行为；此外，他们表现出以高强度以及高水平的积极和消极行为为特征的情绪调节障碍。相比之下，ADHD-I儿童被认为表现出社会被动性，并且在自我报告测量中显示出社会知识方面的缺陷，但没有情绪调节问题的证据。回归分析表明，社会表现、情绪调节以及在较小程度上的社会知识可预测社会地位。讨论了将这些发现应用于理解ADHD亚型中社会缺陷的性质以及未来研究方向。
