a Department of Psychology , Florida International University.
J Clin Child Adolesc Psychol. 2018 Mar-Apr;47(2):213-235. doi: 10.1080/15374416.2016.1266644. Epub 2017 Jan 27.
Considerable work has demonstrated significant impairment in social functioning for children with attention deficit/hyperactivity disorder (ADHD). The social functioning profiles of children with ADHD are marked by impairments across diverse domains as they tend to experience greater rates of peer rejection, have lower levels of social skills, and have impaired social cognitions. The purpose of this study was to (a) quantitatively examine the association between ADHD and deficits across several domains of social functioning (peer functioning, social skills, social information processing), (b) examine differences in the magnitude of such associations, and (c) examine the effect of potential moderators. A meta-analysis of 109 studies (n = 104,813) revealed that children with ADHD have the most impairment within the peer functioning domain (weighted effect size [ES] r = .33) followed by significantly smaller effects within the social skills (weighted ES r = .27) and social information-processing domains (weighted ES r = .27). When examining potential moderators, results revealed that the association between ADHD and deficits within the social skills domain was weaker among studies that controlled for co-occurring conduct problems (CP). Studies that utilized sociometric and teacher reports of peer status reported the largest effects within the peer functioning domain. In addition, studies that utilized the "gold standard" approach to diagnosing ADHD documented the largest effects within both the social skills and peer functioning domains. Last, studies utilizing younger samples revealed the largest effects for deficits within the peer functioning domain. Theoretical and clinical implications are discussed.
大量研究表明，注意力缺陷多动障碍（ADHD）儿童的社交功能存在明显障碍。ADHD 儿童的社交功能特征是在多个领域存在障碍，因为他们往往更容易被同龄人排斥，社交技能水平较低，社交认知能力受损。本研究的目的是：(a) 定量研究 ADHD 与社交功能的几个领域（同伴功能、社交技能、社会信息处理）之间的关联；(b) 研究这些关联的大小差异；(c) 研究潜在调节因素的影响。对 109 项研究（n=104813）的荟萃分析显示，ADHD 儿童在同伴功能领域的障碍最为严重（加权效应大小[ES]r=.33），其次是社交技能（加权 ES r=.27）和社会信息处理领域（加权 ES r=.27）。当检查潜在的调节因素时，结果表明，在控制共同出现的行为问题（CP）的研究中，ADHD 与社交技能领域的缺陷之间的关联较弱。使用同伴地位的社会计量和教师报告来评估的研究，在同伴功能领域报告了最大的效应。此外，采用“金标准”方法诊断 ADHD 的研究在社交技能和同伴功能领域都记录了最大的效应。最后，使用较年轻样本的研究在同伴功能领域的缺陷方面报告了最大的效应。讨论了理论和临床意义。
