Peer Problems and Prosocial Behavior Among Icelandic Children and Adolescents with ADHD and/or Autism: Gender and Age Differences.

IF 3.2 2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Journal of Autism and Developmental Disorders Pub Date : 2024-12-21 DOI:10.1007/s10803-024-06682-y

Freydis J Gudjonsdottir, Freyr Halldorsson, Betty Ragnarsdottir, Urdur Njardvik, Dagmar Kr Hannesdottir

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Abstract

Children with neurodevelopmental disorders tend to have more social difficulties than typically developing children. The aim of the current study was to examine parent and teacher-reported effects of age and gender on social functioning in a large clinical sample of children and adolescents with ADHD, autism, or co-occurring ADHD and autism using a cross-sectional study design. This nationwide clinical sample included 2132 Icelandic children and adolescents (35% girls, 65% boys) aged 5-18 years referred for a neurodevelopmental diagnostic assessment (ADHD and/or autism) in Iceland. Social functioning was measured using the Prosocial behavior and Peer problem subscales on the Strengths and Difficulties Questionnaire (SDQ) completed by parents and teachers. Results revealed that autistic youth and youth with co-occurring ADHD and autism experienced more peer problems and showed less prosocial behavior than youth with ADHD only. According to parents and teachers, girls were found to experience more social difficulties compared to boys. Interaction for age and gender, although only significant for teacher reports, indicated that younger girls with neurodevelopmental disorders experience more peer problems and show less prosocial behavior than older girls. In contrast, boys with neurodevelopmental disorders experience similar issues at all ages. The results suggest different patterns of social difficulties for boys and girls with neurodevelopmental disorders. Future research should examine different developmental pathways of social challenges for boys and girls. Implications for developing and providing clinical interventions appropriate developmental stages are discussed.

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冰岛ADHD和/或自闭症儿童和青少年的同伴问题和亲社会行为：性别和年龄差异。

患有神经发育障碍的儿童往往比正常发育的儿童有更多的社交困难。当前研究的目的是采用横断面研究设计，在患有多动症、自闭症或多动症和自闭症共存的儿童和青少年的大型临床样本中，检查父母和老师报告的年龄和性别对社会功能的影响。这个全国性的临床样本包括2132名5-18岁的冰岛儿童和青少年（35%的女孩，65%的男孩），他们在冰岛接受了神经发育诊断评估（ADHD和/或自闭症）。社会功能采用由家长和教师填写的优势与困难问卷（SDQ）中的亲社会行为和同伴问题分量表进行测量。结果显示，自闭症青少年和ADHD合并自闭症青少年比单纯ADHD青少年有更多的同伴问题和更少的亲社会行为。根据家长和老师的说法，与男孩相比，女孩经历了更多的社交困难。年龄和性别的相互作用，虽然只在教师报告中有意义，表明患有神经发育障碍的年轻女孩比年长女孩经历更多的同伴问题，表现出更少的亲社会行为。相比之下，患有神经发育障碍的男孩在各个年龄段都会遇到类似的问题。结果表明，患有神经发育障碍的男孩和女孩存在不同的社交困难模式。未来的研究应该考察男孩和女孩社会挑战的不同发展途径。讨论了发展和提供适合发展阶段的临床干预措施的意义。

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来源期刊

Journal of Autism and Developmental Disorders PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

8.00

自引率

10.30%

发文量

433

期刊介绍： The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.