Social adjustment among taiwanese children with symptoms of ADHD, ODD, and ADHD comorbid with ODD
Abstract
This study examined social problems at school and relationships with peers, siblings, mothers, and fathers among children with ADHD only (n = 41), ODD only (n = 14), ADHD + ODD (n = 47), and normal controls (n = 204) from a school-based sample of 2,463 first to ninth graders in Taiwan. ADHD and ODD symptoms were determined by teacher and mother reports on the Conners' Rating Scales and social adjustment problems were assessed by mother reports on the Social Adjustment Inventory for Children and Adolescents. Results indicated that relative to normal controls, children with ADHD + ODD displayed greater levels of social adjustment problems across domains (i.e., school, peers, siblings, and parents) while children with ADHD were significantly more impaired only in social adjustment at schools and children with ODD were more impaired only in social adjustment at home. Some similarities and differences in our findings, in relation to the Western literature, were discussed.
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Children with only ODD are impaired in the family domain and have negative family relationships, especially with siblings, due to defiant behavior, suggesting ODD is associated with family dysfunction.
“Children with only ODD are impaired in the family domain, and have negative family relationships, especially with their siblings, due to their de fi ant behavior, as opposed to children with ADHD, suggesting that ODD is associated with family dysfunction”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Tseng et al., 2011
Children with only ADHD exhibit social maladjustment in school, experience rejection by peers, and manifest bullying.
“children with only ADHD exhibit social maladjustment in school, experience rejection by peers and manifest bullying”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Tseng et al., 2011
Children with ADHD and ODD display social maladjustment in several domains, including school, relationships with peers, parents, and siblings.
“Children with ADHD and ODD display social maladjustment in several domains (school, relationships with peers, parents and siblings)”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Tseng, Kawabata, & Gau, 2011
The nature of ADHD symptoms, particularly attentional problems, limits the acquisition of social skills, including through observation.
“the nature of ADHD symptoms, particularly attentional problems, limit the acquisition of social skills, including through observation”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Tseng et al., 2011
In ODD, the most affected domain is the family environment, but defiant behavior may explain why ODD is more strongly associated with family dysfunction.
“literature suggests that in ODD the most a ff ected domain is the family environment, but in this fi nding one must take into account the de fi ant behavior, which is typical of this disorder and may explain the fact that ODD is more strongly associated with family dysfunction”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Tseng et al., 2011
Children with ADHD display social maladjustment in several areas, which predisposes them to ODD behavior towards relatives or conduct disorders towards peers.
“children with ADHD display social maladjustment in several areas (e.g., school, peers, siblings, parents), which predisposes them to ODD behavior towards their relatives or conduct disorders towards their peers”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Tseng et al., 2011
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Bullying and Victimisation among Taiwanese Students in Special Schools
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Diagnostic Issues for ODD/CD with ADHD Comorbidity
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Parke, E. (2017) · Digital Scholarship - UNLV (University of Nevada Reno) · doi:10.34917/11156780
- Authors
- Tseng, W.-L., Kawabata, Y., & Gau, S. S.-F.
- Affiliations
- University of Minnesota (US)
- National Taiwan University (TW)
- Corresponding author
- Gau, Susan Shur-Fen
- Venue
- Child Psychiatry & Human Development
- Published
- 2010-10-01
- Volume
- 42
- Issue
- 2
- Pages
- 134-151
- ISSN
- 0009-398X (ISSN-L)
- 1573-3327
- OpenAlex
- W2091366608
- Cited by
- 47
- References
- 0
- Citations by year
- 2025: 2 · 2024: 5 · 2023: 5 · 2022: 1 · 2021: 1 · 2020: 4 · 2019: 4 · 2018: 3 · 2017: 4 · 2016: 3 · 2015: 3 · 2014: 4 · 2013: 4 · 2012: 4
- FWCI
- 1.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Child Psychiatry & Human Development (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Eli Lilly and Company
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- attention deficit hyperactivity disorder, oppositional defiant disorder, comorbidities, social adaptation, peer relationships, sibling relationships, parent-child relationship, school adjustment, children, Taiwan
- MeSH terms
- Adolescent, Child, Humans, Interpersonal Relations, Parent-Child Relations, Peer Group, Surveys and Questionnaires, Sibling Relations, Social Adjustment, Taiwan, Attention Deficit and Disruptive Behavior Disorders, Asian People
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