Attribution style and social functioning of ADHD vs non-referred children

Abstract

Objectives:

Attention Deficit Hyperactivity Disorder (ADHD) is common chronic mental health condition in children and adolescents and has severe impact on their social functioning. This study explores mutual relationship between children attributions (implied in M. Seligman terms) and school, familial and peer functioning in ADHD and non ADHD populations.

Method:

The study cohort of children exclusively suffered for ADHD, in the age of 12 and 13, majority of boys, was pair-matched with non-referred children. Both groups were administered sociodemographic and school achievements specification along with the Children's Attribution Style Questionnaire and Achenbach Youth Self Report Questionnaire (YSR). Parents completed The Children's Global Assessment Scale (CGAS) and Child Behavior Checklist (CBCL). In this preliminary report we evaluate data concern 40 participants as well as their parents (all study group is 4 times folded).

Results:

Substantial differences were observed between the ADHD and non ADHD groups on child attributions measures. Children with ADHD had additional difficulties in all domains of social functioning. The pessimistic styles of attribution in ADHD children interfere with the correlation of the severity of the disorder and the degree of social deterioration.

Conclusions:

Several important cognitive motivational issues emerged. ADHD children's repeated negative experiences arised from ADHD phenomenology failed in creating the optimistic thinking. The certain attribution styles of children with ADHD may place them at risk for poor self esteem and/or depression in future. When ADHD is present, there is an additional burden on peer, school, and family functioning.