Peer Relationships among Children with Symptoms of Attention-Deficit/Hyperactivity Disorder

154 Pages·2012·1.63 MB·English

Peer Relationships among Children with Symptoms of Attention-Deficit/Hyperactivity
Disorder: A Developmental Psychopathology Perspective

A DISSERTATION
SUBMITTED TO THE FACULTY OF THE GRADUATE
OF THE UNIVERSITY OF MINNESOTA
BY

Wan-Ling Tseng

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY

Nicki R. Crick, Adviser

November 2012
© Wan-Ling Tseng 2012
Acknowledgements
I am extremely grateful to many people who have supported, helped, and guided me
along the way to the completion of my graduate study and dissertation. Without you, this
dissertation would have been impossible.
First of all, I would like to thank my adviser, Nicki R. Crick, for her support, guidance,
and encouragement throughout my graduate study. Without her, I could not have
finished my graduate study and dissertation so smoothly and timely.
Thank you to Andy Collins, Kathleen Thomas, Geoffrey Maruyama, and Melissa Koenig
for serving on my committee and for their insightful and helpful comments and
suggestions to this work.
Special thanks to Dianna Murray-Close and Yoshito Kawabata for their valuable
comments and feedback on the early version of my dissertation.
Many thanks to Susan Shur-Fen Gau for her support and assistance on this study. Thank
you for making the completion of this study possible.
I would also like to thank all the participating children, teachers, and parents for their
participation of this study.
Thank you to Jodi for supporting me, encouraging me, and cheering me up throughout
this journey, and for feeding me when I did not have the time to cook during the
dissertation writing process. Thank you to all my friends who have encouraged and
supported me.
Finally, I am deeply indebted to my mom, Mei-Hua, who has supported any decisions I
made with my life and has given me so much freedom to pursue my career, even though
she is not entirely sure what I am studying. Thank you, mom.

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Abstract
The goals of the present study were to (1) systematically examine aspects of peer
functioning that are concurrently and longitudinally associated with ADHD symptoms;
(2) investigate differential and independent effects of inattention and hyperactivity/
impulsivity on peer functioning; (3) examine potential mechanisms and processes
involved; (4) study longitudinal effects of ADHD symptoms as well as the dynamic
interplay between ADHD symptoms and their associated peer impairment over time; (5)
explore potential risk and protective factors underlying the link between ADHD
symptoms and peer problems; (6) explore the effect of gender; and (7) expand the current
literature in this area of research to a non-Western culture (i.e., Taiwan). The sample of
this study consisted of 739 preadolescents (239 fourth graders and 500 fifth graders) from
northern Taiwan who participated in a short-term longitudinal study across three time
points, six months apart. Overall, results indicated that inattention and
hyperactivity/impulsivity each showed unique and independent (both concurrent and
longitudinal) associations with a variety of peer relationship problems. Moreover, each
core domain of ADHD was associated with different patterns of social behaviors (i.e.,
relational aggression, physical aggression, prosocial behavior), conferring differential
pathways and mechanisms underlying peer impairment. Findings also showed a vicious
cycle in which ADHD symptoms predicted later peer impairment, which in turn lead to
increases in ADHD symptoms. This study further revealed some potential protective
factors (e.g., high levels of prosocial behavior and low levels of physical aggression,
relational aggression, and depressive symptoms) that may buffer against peer dislike in
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youth with ADHD symptoms. In addition, ADHD symptoms may affect girls’ peer
functioning to a greater extent than boys’. Taken together, the present findings from a
Taiwanese sample, in comparison to the Western literature, demonstrated both
similarities and differences in the associations between children’s ADHD symptoms and
their peer functioning as well as the mechanisms and the effect of gender involved.
Implications of the present findings are discussed from a developmental psychopathology
perspective.

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Table of Contents
Acknowledgements ……………………………………………………………. i
Abstract ………………………………………………………………………… ii
List of Tables …………………………………………………………………... v
List of Figures …………………………………………………………………. vi
Introduction ……………………………………………………………………. 1
Hypotheses …………………………………………………………………….. 40
Methods ……………………………………………………………………….. 43
Data Analysis Plan …………………………………………………………….. 54
Results …………………………………………………………………………. 59
Discussion …..………………………………………………………………..... 75
References …………………………………………………………………….. 97
Appendices ……………………………………………………………………. 116
Appendix A: Tables …………………………………………….. 116
Appendix B: Figures ……………………………………………. 130

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List of Tables
Table 1: Sample Characteristics at Initial Assessment …………………………. 116
Table 2: List of Measures at Each Assessment Wave ………………………….. 117
Table 3: Items and Standard Loadings of the Friendship Quality Measure ……. 118
Table 4: Items and Standard Loadings of the Child-Parent Relationship Scale ... 119
Table 5: Items and Standard Loadings of the Measure for Psychological
Control …………………………………………………………………. 120
Table 6: Means and Standard Deviations of Study Variables …………………… 121
Table 7: Independent Effects of Inattention and Hyperactivity/Impulsivity on
Peer Functioning ………………………………………………………... 123
Table 8: Independent Effects of Time 1 Inattention and Hyperactivity/
Impulsivity on Time 3 Peer Functioning ……………………………….. 124
Table 9: Correlations among Study Variables in the Mediation Model …………. 125
Table 10: Fit Statistics and Model Comparisons for Hypothesized Nested
Models Involving ADHD Symptoms and Peer Rejection ……………… 126
Table 11: Fit Statistics and Model Comparisons for Hypothesized Nested
Models Involving ADHD Symptoms and Peer Acceptance ……………. 127
Table 12: Fit Statistics and Model Comparisons for Hypothesized Nested
Models Involving ADHD Symptoms and Dyadic Friendships ………… 128
Table 13: Group Differences among Liked and Disliked Youth with and
without ADHD …………………………………………………………. 129
v
List of Figures
Figure 1: Hypothesized Mediation Model of ADHD and Peer Functioning ……. 130
Figure 2: Cross-lagged Panel Model of ADHD Symptoms and Peer Functioning 131
Figure 3a: Mediation Model of ADHD Symptoms and Peer Rejection ……..….... 132
Figure 3b: Mediation Model of ADHD Symptoms and Peer Acceptance …..….... 133
Figure 3c: Mediation Model of ADHD Symptoms and the Number of Friendships 134
Figure 4: Interplay among Inattention, Hyperactivity, and Peer Rejection over
Time …………………………………………………………………... 135
Figure 5: Interplay among Inattention, Hyperactivity, and Peer Acceptance
over Time ……………………………………………………………… 136
Figure 6: Interplay among Inattention, Hyperactivity, and the Number of
Friendships over Time ……………………………………………….... 137
Figure 7: Group Differences in Teacher-Reported Relational Aggression,
Physical Aggression, and Prosocial Behaviors ……………………...… 138
Figure 8: Group Differences in Peer-Reported Relational Aggression,
Physical Aggression, and Prosocial Behaviors ……………………...… 139
Figure 9: Group Differences in Parent-Reported Externalizing and Internalizing
Problems, and Parent- and Teacher-Reported Depressive Symptoms … 140
Figure 10: Group Differences in Parent-Reported ADHD Symptoms ……………. 141
Figure 11: Group Differences in Hostile Attribution Biases …………...…………. 142
Figure 12: Group Differences in Academic Performance …………………...……. 143
Figure 13: Group Differences in Parent-Child Relationships ………….…………. 144
vi
Figure 14: Group Differences in Psychological Control ……………….…………. 145

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Peer Relationships among Children with Symptoms of Attention-
Deficit/Hyperactivity Disorder: A Developmental Psychopathology Perspective
Introduction
Overview
Social competence has been emphasized in the conceptual and empirical work of
developmental psychopathology as the indicator of optimal developmental outcomes in
both the short run and the long run (Sroufe & Rutter, 1984). A considerable body of
research has demonstrated the link between early peer difficulties and a wide variety of
later maladaptive outcomes, including anxiety, depression, delinquency, dropping out of
school, and substance abuse (e.g., Craig, 1998; Parker & Asher, 1987; Parker, Rubin,
Erath, Wojslawowicz, & Buskirk, 2006; Pedersen, Vitaro, Barker, & Borge, 2007). In
fact, rejection by peers in childhood has been shown to be one of the strongest predictors
of current and future adjustment problems (Bagwell, Newcomb, & Bukowski, 1998;
Kupersmidt, Coie, & Dodge, 1990; O’Neil, Welsh, Parke, Wang, & Strand, 1997). One
group of children that is at significantly higher risk for peer difficulties, thereby being
more likely to experience negative developmental outcomes, however, are those with
Attention-Deficit/Hyperactivity Disorder (ADHD).
ADHD, characterized by core symptoms of inattention, hyperactivity, and
impulsivity, is among the most common childhood neurodevelopmental disorders,
affecting 5-10% of children in Western countries (American Psychiatric Association
[APA], 2000; Faraone, Sergeant, Gillberg, & Biederman, 2003) and 5.3 % of school-aged
children worldwide (Polanczyk, de Lima, Horta, Biederman, & Rohde, 2007). According
1