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Journal of Pediatric Psychology Advance Access originally published online on June 7, 2007
Journal of Pediatric Psychology 2007 32(6):655-663; doi:10.1093/jpepsy/jsm024
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Copyright © 2007 by the Ambulatory Pediatric Association, published by Elsevier Inc.

Peer Functioning in Children With ADHD

Betsy Hoza, PhD

Department of Psychology, University of Vermont, Burlington, Vt.

All correspondence concerning this article should be addressed to Betsy Hoza, Department of Psychology, University of Vermont, 2 Colchester Avenue, Burlington, VT 05405-0134. bhoza{at}uvm.edu.


  Abstract

This article describes what is currently known about the peer relationships of children with attention-deficit/hyperactivity disorder (ADHD). This topic is addressed both from the perspective of how ADHD initially contributes to problematic relationships with peers, and also from the perspective of how peers' reactions to these problems may serve to maintain them. Given the limited improvement typically obtained in treatment studies that use peer report measures as outcomes with ADHD samples and the well-documented predictive validity of peer reports for later adjustment, the need for more intensive interventions and novel approaches to address the peer problems of children with ADHD is emphasized.

Key words: ADHD; peer problems; prediction..

ADHD Special Issue, reprinted by permission from Ambulatory Pediatrics, Vol. 7, Number 2 (Supplement), Jan./Feb. 2007,

Received November 19, 2006; accepted April 1, 2006


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