期刊
CHILD & FAMILY BEHAVIOR THERAPY
卷 40, 期 4, 页码 263-278出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/07317107.2018.1522152
关键词
Attention-deficit hyperactivity disorder (ADHD); children; gender differences; social skills; Strengths and Difficulties Questionnaire (SDQ)
Gender differences in peer problems and prosocial behavior among children with attention-deficit hyperactivity disorder (ADHD) were examined. Parents and teachers rated social functioning on the Strengths and Difficulties Questionnaire (SDQ) among 592 children (age 5-10years) with ADHD and among 215 children (age 6-10years) in a community sample. Results in the clinical group revealed significant interaction effects where older boys showed fewer peer problems than younger boys, but older girls had similar peer problems as younger girls. Teachers reported less prosocial behavior among younger girls than older girls. No gender differences in social problems emerged for the nonclinical comparison group.
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