Initial Dyadic Peer Interactions of ADHD and Normal Children

Julie A. Hubbard, Linnea B. Petty, Caroline A. Farmer, Cynthia L. Huffard, Mica P. Post, Donna P. Fugett, Ann M. Burton, Katherine M. Kasen, and Andrew F. Newcomb

University of Richmond

Barkley and Cunningham's (1980) theory of the reciprocal cycle proposes that the core symptoms of Attention Deficit Hyperactivity Disorder (inattention, impulsivity, and hyperactivity) cause ADHD children to acquire a low level of social skills and thus, medication has a limited effect on improving these children's social desirability. The present study examined social skills deficits in ADHD children in an initial encounter with an unacquainted peer. Eight pairs each of ADHD/normal and normal/normal children were videotaped as they interacted for 30 minutes in a free-play setting. The subjects ranged in age from seven to 12, and all pairs were within one year of each other in age. All ADHD subjects had previously received scores of 15 or higher on both the Parent and Teacher versions of the Conners' Behavior Checklist index of hyperactivity. Also, all ADHD subjects were currently receiving psychostimulant medication. Behavior was coded on a verbal scale that included various levels of conversation (activity, personal surface, personal intimate) as well as affective verbalization (laugh, positive exclamation, negative exclamation). Additionally, level of play activity was assessed using a play duration coding scheme that included both nonassociative play and associative play. Analysis of the verbal data revealed that the ADHD/normal dyads engaged in significantly less activity conversation, F (1,69) = 14.53, p < .01, as well as significantly less affective verbalization, F (1,14) = 5.33, p < .05. Analysis of the play duration codes indicated that the ADHD/normal dyads spent less time in associative play as compared to the normal/normal pairs, F (1,14) = 5.18, p < .05). Analysis of the discrete play shifts revealed that the ADHD/normal pairs shifted play activity within a play duration significantly more often than did the normal/normal dyads, F (1,14) = 4.75, p < .05. These results help to explain Pelham and Bender's (1982) finding that ADHD children have low sociometric status even after they are receiving psychostimulant medication. Newcomb and Meister (1985) found a link between social skill level and popularity in normal children. Similarly, the social skills deficit of ADHD children may be the cause of their continued low social desirability. Further data analysis intends to strengthen the link between ADHD and lack of social skills by examining the sequential patterns of the interactions of the two sets of dyads. It is hypothesized that the social skills deficit of the ADHD/normal dyads will also encompass a lack of ability to follow the social script (including introduction, activity conversation, and progression to common group play activity) that Newcomb and Meister (1985) found in their high popularity dyads.