Paap Muirne C S, Haraldsen Ira R, Breivik Kyrre, Butcher Phillipa R, Hellem Frøydis M, Stormark Kjell M
Department of Research Methodology, Measurement, and Data Analysis, Faculty of Behavioural Sciences, University of Twente (Building Chalet), Drienerlolaan 5, 7522 NB Enschede, The Netherlands.
Psychiatry J. 2013;2013:319874. doi: 10.1155/2013/319874. Epub 2012 Dec 18.
Oppositional defiant disorder (ODD) and attention-deficit/hyperactivity disorder (ADHD) are characterized by symptoms that hinder successful positive interaction with peers. The main goal of this study was to examine if the presence of symptoms of ODD and ADHD affects the relationship between positive social behavior and peer status found in 7-9-year-old children who show symptoms typical of ADHD and/or ODD. Furthermore, the possible interaction with sex was investigated. We used data collected in the first wave of The Bergen Child Study of mental health (BCS), a prospective longitudinal total population study of children's developmental and mental health. The target population consisted of children in the second to the fourth, in all public, private, and special schools in Bergen, Norway, in the fall of 2002 (N = 9430). All 79 primary schools in Bergen participated in the study. Both teacher (8809 complete cases) and parent (6253 complete cases) report were used in the analyses. ADHD and ODD scores were estimated using the Swanson Noland and Pelham rating scale version IV (SNAP-IV), and peer problems and prosocial behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ). We replicated the relationship between peer problems and prosocial behavior found previously in typically developing children. Our results showed that the relationship between peer problems and prosocial behavior became weaker as the ODD symptoms increased in number and severity. For ADHD this effect was only found in the teacher report of the children. A sex effect for ODD symptoms was found only using the parent report: boys with ODD symptoms showed less prosocial behavior than girls with similar levels of ODD symptoms. Since this effect was not found using the teacher data, it may imply a situational effect (school/home) for girls with high levels of ODD. The moderator effect of ODD/ADHD was comparable for boys and girls. Our findings suggest that even if children with ADHD/ODD symptoms have the opportunity to practice their social skills in peer relationships, this is not necessarily accompanied by an increase in prosocial behavior.
对立违抗性障碍（ODD）和注意力缺陷多动障碍（ADHD）的特征是其症状会妨碍与同伴进行成功的积极互动。本研究的主要目的是检验ODD和ADHD症状的存在是否会影响7至9岁表现出ADHD和/或ODD典型症状的儿童的积极社会行为与同伴地位之间的关系。此外，还研究了可能存在的性别交互作用。我们使用了卑尔根儿童心理健康研究（BCS）第一波收集的数据，这是一项关于儿童发育和心理健康的前瞻性纵向全人群研究。目标人群包括2002年秋季挪威卑尔根所有公立、私立和特殊学校二至四年级的儿童（N = 9430）。卑尔根的所有79所小学都参与了该研究。分析中使用了教师报告（8809个完整案例）和家长报告（6253个完整案例）。使用斯旺森·诺兰和佩勒姆评定量表第四版（SNAP-IV）估算ADHD和ODD得分，并使用长处与困难问卷（SDQ）评估同伴问题和亲社会行为。我们重现了先前在发育正常儿童中发现的同伴问题与亲社会行为之间的关系。我们的结果表明，随着ODD症状数量和严重程度的增加，同伴问题与亲社会行为之间关系变弱。对于ADHD，这种影响仅在教师对儿童的报告中发现。仅在家长报告中发现了ODD症状的性别效应：有ODD症状的男孩比具有相似ODD症状水平的女孩表现出更少的亲社会行为。由于使用教师数据未发现这种效应，这可能意味着ODD水平高的女孩存在情境效应（学校/家庭）。ODD/ADHD的调节效应在男孩和女孩中相当。我们的研究结果表明，即使有ADHD/ODD症状的儿童有机会在同伴关系中练习社交技能，这也不一定会伴随着亲社会行为的增加。
