What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder?

By B. Hoza, S. Mrug, Alyson C. Gerdes, S. Hinshaw, Timothy Wigal, James M. Swanson, D. Cantwell. Journal of Consulting and Clinical Psychology, 2005

649 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/2ad1ff1e948e8acc5db2e2c5144b95528a7532a5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. K. Schonert-Reichl
2. M. S. Lawlor
3. J. Whitehead
4. Jacqueline Maloney
5. R. Barkley
6. E. Klonsky
7. Yoon-Suk Hwang
8. Phillipa McKeering

In Cognitive Neuroscience

1. K. Schonert-Reichl
2. M. S. Lawlor
3. R. Barkley

In Psychiatry and Mental health

1. J. Whitehead
2. K. Schonert-Reichl
3. M. S. Lawlor
4. R. Barkley
5. Jacqueline Maloney
6. E. Klonsky
7. J. Chin

Citations in the corpus

• Social and emotional impairment in children and adolescents with ADHD and the impact on quality of life. (2010, background): “Children and adolescents with ADHD are rated lower on social preference, are less well liked, are more often rejected, are more likely to be designated ‘‘non-friends’’ by their peers, and have fewer reciprocal friends [47].”
• A Mindfulness-Based Social and Emotional Learning Curriculum for School-Aged Children: The MindUP Program (2016, positive): “In this vein, peer reports provide an effective way to determine how students are perceived by their peers (Hoza et al., 2005).”