Pub Date : 2020-11-22DOI: 10.1177/0829573520972556
Benjamin J. Lovett, Allyson G. Harrison
Educational accommodations, which alter the manner in which instruction or assessments are administered, are often an appropriate part of a student’s academic program. However, accommodations are frequently overused and have significant limitations. De-implementing inappropriate accommodations is a complex task, but one made easier through a clear understanding of the factors that cause and maintain those accommodations practices. In the present paper, we use the logic of functional behavioral assessment to better understand why evaluators and school staff recommend and provide inappropriate accommodations. We identify problematic background beliefs, specific antecedents, and reinforcing consequences for inappropriate accommodations, before describing several effective strategies for de-implementing those accommodations.
{"title":"De-Implementing Inappropriate Accommodations Practices","authors":"Benjamin J. Lovett, Allyson G. Harrison","doi":"10.1177/0829573520972556","DOIUrl":"https://doi.org/10.1177/0829573520972556","url":null,"abstract":"Educational accommodations, which alter the manner in which instruction or assessments are administered, are often an appropriate part of a student’s academic program. However, accommodations are frequently overused and have significant limitations. De-implementing inappropriate accommodations is a complex task, but one made easier through a clear understanding of the factors that cause and maintain those accommodations practices. In the present paper, we use the logic of functional behavioral assessment to better understand why evaluators and school staff recommend and provide inappropriate accommodations. We identify problematic background beliefs, specific antecedents, and reinforcing consequences for inappropriate accommodations, before describing several effective strategies for de-implementing those accommodations.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520972556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-20DOI: 10.1177/0829573520978111
Ryan L. Farmer, Ryan J. McGill, Stefan C. Dombrowski, Gary L. Canivez
Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the results of a content analyses of available interpretive resources in the clinical assessment literature that may shed insight on this issue. Although previous reviews have evaluated the content of individual assessment courses, this is the first systematic review of pedagogical resources frequently adopted in reading lists by course instructors. The interpretive guidance offered across tests within these texts was largely homogenous emphasizing the primary interpretation of subscale scores, de-emphasizing interpretation of global composites (i.e., FSIQ), and advocating for the use of some variant of profile analysis to interpret scores and score profiles. Implications for advancing evidence-based assessment in school psychology training and guarding against unwarranted unsupported claims in clinical assessment is discussed.
{"title":"Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles","authors":"Ryan L. Farmer, Ryan J. McGill, Stefan C. Dombrowski, Gary L. Canivez","doi":"10.1177/0829573520978111","DOIUrl":"https://doi.org/10.1177/0829573520978111","url":null,"abstract":"Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the results of a content analyses of available interpretive resources in the clinical assessment literature that may shed insight on this issue. Although previous reviews have evaluated the content of individual assessment courses, this is the first systematic review of pedagogical resources frequently adopted in reading lists by course instructors. The interpretive guidance offered across tests within these texts was largely homogenous emphasizing the primary interpretation of subscale scores, de-emphasizing interpretation of global composites (i.e., FSIQ), and advocating for the use of some variant of profile analysis to interpret scores and score profiles. Implications for advancing evidence-based assessment in school psychology training and guarding against unwarranted unsupported claims in clinical assessment is discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520978111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65215263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-14DOI: 10.1177/0829573520964354
Rachel B. Pence, R. A. Allday, Amy D Spriggs, Justin D. Lane
A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study and implications for practitioners and researchers are provided.
{"title":"Effects of Visual Activity Schedule on Decreasing Transition Latency","authors":"Rachel B. Pence, R. A. Allday, Amy D Spriggs, Justin D. Lane","doi":"10.1177/0829573520964354","DOIUrl":"https://doi.org/10.1177/0829573520964354","url":null,"abstract":"A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study and implications for practitioners and researchers are provided.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520964354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44389556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-09DOI: 10.1177/0829573520963277
Seon-Jeong Kim, Young-Jin Lim
The present research was carried out to clarify relationships between peer pressure, social networking site (SNS) addiction, and SNS-use motives in Korean adolescents. Adolescent SNS users (N = 300, 52.70% female) completed self-report measures of peer pressure, SNS addiction, and SNS-use motives. Findings indicated that adolescents reporting more peer pressure had higher levels of SNS addiction. Moreover, the relationship between peer pressure and SNS addiction was mediated by coping and social-conformity use motives. Results are discussed in terms of implications for prevention and intervention, for adolescents facing peer pressure.
{"title":"Peer Pressure and SNS Addiction in Adolescents: The Mediating Role of SNS-Use Motives","authors":"Seon-Jeong Kim, Young-Jin Lim","doi":"10.1177/0829573520963277","DOIUrl":"https://doi.org/10.1177/0829573520963277","url":null,"abstract":"The present research was carried out to clarify relationships between peer pressure, social networking site (SNS) addiction, and SNS-use motives in Korean adolescents. Adolescent SNS users (N = 300, 52.70% female) completed self-report measures of peer pressure, SNS addiction, and SNS-use motives. Findings indicated that adolescents reporting more peer pressure had higher levels of SNS addiction. Moreover, the relationship between peer pressure and SNS addiction was mediated by coping and social-conformity use motives. Results are discussed in terms of implications for prevention and intervention, for adolescents facing peer pressure.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520963277","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48491492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-07DOI: 10.1177/0829573520954584
S. Becker
Adolescence is a developmental period that affords both risk as well as enormous opportunity. Ripple effects can extend far and wide and speak to the nuance and complexity in understanding and treating ADHD during the adolescent period. The studies in this special issue provide novel and important insights into the lives of adolescents with ADHD, and they collectively point to important areas for both research and clinical attention. Further, each of the studies underscore the importance of soliciting the perspective of adolescents with ADHD. In this commentary, I consider the value of self-report when working with adolescents with ADHD, the possibility of a self-perception bias in youth with ADHD, challenges in assessing social functioning in adolescence, and implications for school-based assessments and interventions. For treatment specifically, I raise the possibility of a modular intervention approach for adolescents with ADHD and shared decision making that solicits and incorporates the adolescent perspective. The voices of adolescents with ADHD may be crucial for understanding how to lower risk, promote resilience, reduce stigma, and improve our assessments and interventions.
{"title":"ADHD in Adolescents: Commentary on the Special Issue of Ripple Effects in Self-Perceptions and Social Relationships","authors":"S. Becker","doi":"10.1177/0829573520954584","DOIUrl":"https://doi.org/10.1177/0829573520954584","url":null,"abstract":"Adolescence is a developmental period that affords both risk as well as enormous opportunity. Ripple effects can extend far and wide and speak to the nuance and complexity in understanding and treating ADHD during the adolescent period. The studies in this special issue provide novel and important insights into the lives of adolescents with ADHD, and they collectively point to important areas for both research and clinical attention. Further, each of the studies underscore the importance of soliciting the perspective of adolescents with ADHD. In this commentary, I consider the value of self-report when working with adolescents with ADHD, the possibility of a self-perception bias in youth with ADHD, challenges in assessing social functioning in adolescence, and implications for school-based assessments and interventions. For treatment specifically, I raise the possibility of a modular intervention approach for adolescents with ADHD and shared decision making that solicits and incorporates the adolescent perspective. The voices of adolescents with ADHD may be crucial for understanding how to lower risk, promote resilience, reduce stigma, and improve our assessments and interventions.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520954584","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41650819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1177/0829573520936459
A. Varma, J. Wiener
This study investigated attributions and stigmatization self-perceptions of 40 adolescents with and 34 adolescents without ADHD for their problematic behaviors and ADHD as a disorder. Adolescents identified behaviors that they believed described them, indicated which of these behaviors was most problematic for them, and responded to a questionnaire regarding the extent to which this behavior was internally caused, controllable, pervasive, and stigmatizing. Compared to participants without ADHD, participants with ADHD endorsed more problematic behaviors including behaviors that are symptoms of ADHD, the impairment associated with ADHD, and commonly co-occurring disorders. They viewed the behavior that they identified as most problematic for them as more pervasive (stable and occurring in more contexts), uncontrollable, and stigmatizing than participants without ADHD. Adolescents with ADHD were less likely to view their most problematic behavior as pervasive and more likely to view it as stigmatizing than the disorder itself. Although adolescents with and without ADHD did not differ in the extent to which they attributed their most problematic behavior to internal causes, adolescents with ADHD were more likely to view the disorder itself as being caused by something inside them than their most problematic behavior.
{"title":"Perceptions of ADHD Symptoms in Adolescents With Attention-Deficit/Hyperactivity Disorder: Attributions and Stigma","authors":"A. Varma, J. Wiener","doi":"10.1177/0829573520936459","DOIUrl":"https://doi.org/10.1177/0829573520936459","url":null,"abstract":"This study investigated attributions and stigmatization self-perceptions of 40 adolescents with and 34 adolescents without ADHD for their problematic behaviors and ADHD as a disorder. Adolescents identified behaviors that they believed described them, indicated which of these behaviors was most problematic for them, and responded to a questionnaire regarding the extent to which this behavior was internally caused, controllable, pervasive, and stigmatizing. Compared to participants without ADHD, participants with ADHD endorsed more problematic behaviors including behaviors that are symptoms of ADHD, the impairment associated with ADHD, and commonly co-occurring disorders. They viewed the behavior that they identified as most problematic for them as more pervasive (stable and occurring in more contexts), uncontrollable, and stigmatizing than participants without ADHD. Adolescents with ADHD were less likely to view their most problematic behavior as pervasive and more likely to view it as stigmatizing than the disorder itself. Although adolescents with and without ADHD did not differ in the extent to which they attributed their most problematic behavior to internal causes, adolescents with ADHD were more likely to view the disorder itself as being caused by something inside them than their most problematic behavior.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520936459","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42526904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1177/0829573520936457
Carla Colomer, J. Wiener, A. Varma
The purpose of this study was to investigate the self-perception bias (SPB) in adolescents with attention-deficit hyperactivity disorder (ADHD). The SPB was defined as adolescent underestimation of their learning and behavior problems in comparison to parent- or teacher-reports or a standardized achievement test. The sample comprised 74 adolescents, ages 13 to 18 (40 ADHD; 34 comparison). Compared to adolescents without ADHD, adolescents with ADHD underreported their symptoms and impairment when parent-reports, but not teacher-reports were the indicator of performance. Adolescents with ADHD, however, reported more difficulties in all areas of functioning than adolescents without ADHD. In the sample of adolescents with ADHD, self- and parent-reports of learning problems, but not teacher-reports, were significantly associated with adolescent total academic achievement test score. Adolescents with learning problems as measured by the achievement test, and social problems as rated by parents, reported higher levels of these difficulties than adolescents whose functioning was in the average range; however, adolescents with clinical levels of oppositional behaviors, as rated by parents or teachers, did not report elevated levels of these behaviors. Depressive symptoms were associated with a lower SPB. Implications of these findings for psychologists’ use of self-report measures with adolescents with ADHD are discussed.
{"title":"Do Adolescents With ADHD Have a Self-Perception Bias for Their ADHD Symptoms and Impairment?","authors":"Carla Colomer, J. Wiener, A. Varma","doi":"10.1177/0829573520936457","DOIUrl":"https://doi.org/10.1177/0829573520936457","url":null,"abstract":"The purpose of this study was to investigate the self-perception bias (SPB) in adolescents with attention-deficit hyperactivity disorder (ADHD). The SPB was defined as adolescent underestimation of their learning and behavior problems in comparison to parent- or teacher-reports or a standardized achievement test. The sample comprised 74 adolescents, ages 13 to 18 (40 ADHD; 34 comparison). Compared to adolescents without ADHD, adolescents with ADHD underreported their symptoms and impairment when parent-reports, but not teacher-reports were the indicator of performance. Adolescents with ADHD, however, reported more difficulties in all areas of functioning than adolescents without ADHD. In the sample of adolescents with ADHD, self- and parent-reports of learning problems, but not teacher-reports, were significantly associated with adolescent total academic achievement test score. Adolescents with learning problems as measured by the achievement test, and social problems as rated by parents, reported higher levels of these difficulties than adolescents whose functioning was in the average range; however, adolescents with clinical levels of oppositional behaviors, as rated by parents or teachers, did not report elevated levels of these behaviors. Depressive symptoms were associated with a lower SPB. Implications of these findings for psychologists’ use of self-report measures with adolescents with ADHD are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520936457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48035036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1177/0829573520923536
J. Wiener
This paper integrates the findings from the four studies in this special issue and discusses the implications for school psychology practice. Our research indicates that adolescents with attention-deficit hyperactivity disorder (ADHD) are typically aware of their difficulties and believe that their problem behaviors are pervasive, uncontrollable, and stigmatizing. They are especially concerned about their social relationship problems. In this paper, I argue that school psychologists play an important role in addressing these concerns by conducting assessments in which the adolescent is a partner in the process and by providing evidence-based mental health interventions in the school setting.
{"title":"The Role of School Psychologists in Supporting Adolescents With ADHD","authors":"J. Wiener","doi":"10.1177/0829573520923536","DOIUrl":"https://doi.org/10.1177/0829573520923536","url":null,"abstract":"This paper integrates the findings from the four studies in this special issue and discusses the implications for school psychology practice. Our research indicates that adolescents with attention-deficit hyperactivity disorder (ADHD) are typically aware of their difficulties and believe that their problem behaviors are pervasive, uncontrollable, and stigmatizing. They are especially concerned about their social relationship problems. In this paper, I argue that school psychologists play an important role in addressing these concerns by conducting assessments in which the adolescent is a partner in the process and by providing evidence-based mental health interventions in the school setting.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520923536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46012834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1177/0829573520936469
Cynthia Maya Beristain, J. Wiener
The purpose of this study was to determine whether adolescents with and without attention-deficit/hyperactivity disorder (ADHD) differ regarding their friendships. The sample comprised 107 adolescents (59 ADHD, 48 typically developing comparison), ages 13 to 18 years. Adolescents and their parents completed questionnaires that measured the number and duration of the adolescents’ friendships, the frequency of contact they had with their friends, and the characteristics of their friends. Adolescents with and without ADHD did not differ in the number of friends they nominated, the duration of their friendships, and the frequency of contact with friends. Adolescents with ADHD were more likely to have friends who were younger or older by two or more years and close friends with behavior problems than comparison adolescents. Girls with ADHD had fewer of their friendships corroborated by parents than girls without ADHD, and fewer of their best friends attending their school. Only girls with ADHD had friends whom they initially met online.
{"title":"Friendships of Adolescents With Attention-Deficit/Hyperactivity Disorder","authors":"Cynthia Maya Beristain, J. Wiener","doi":"10.1177/0829573520936469","DOIUrl":"https://doi.org/10.1177/0829573520936469","url":null,"abstract":"The purpose of this study was to determine whether adolescents with and without attention-deficit/hyperactivity disorder (ADHD) differ regarding their friendships. The sample comprised 107 adolescents (59 ADHD, 48 typically developing comparison), ages 13 to 18 years. Adolescents and their parents completed questionnaires that measured the number and duration of the adolescents’ friendships, the frequency of contact they had with their friends, and the characteristics of their friends. Adolescents with and without ADHD did not differ in the number of friends they nominated, the duration of their friendships, and the frequency of contact with friends. Adolescents with ADHD were more likely to have friends who were younger or older by two or more years and close friends with behavior problems than comparison adolescents. Girls with ADHD had fewer of their friendships corroborated by parents than girls without ADHD, and fewer of their best friends attending their school. Only girls with ADHD had friends whom they initially met online.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520936469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45454490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1177/0829573520931679
Cynthia Maya Beristain, J. Wiener
The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.
{"title":"Finding True Friendships: The Friendship Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder","authors":"Cynthia Maya Beristain, J. Wiener","doi":"10.1177/0829573520931679","DOIUrl":"https://doi.org/10.1177/0829573520931679","url":null,"abstract":"The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520931679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42750746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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