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Deficient social problem-solving in boys with ODD/CD, with ADHD, and with both disorders.

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Title: Deficient social problem-solving in boys with ODD/CD, with ADHD, and with both disorders.
Authors: Matthys, Walter, Cuperus, Juliane M., Matthys, W1 (AUTHOR), Cuperus, J M (AUTHOR), Van Engeland, H (AUTHOR)
Source: Journal of the American Academy of Child & Adolescent Psychiatry. Mar99, Vol. 38 Issue 3, p311-321. 11p. 5 Charts.
Subject Terms: *Aggression (Psychology), *Attention-deficit hyperactivity disorder, *Personality assessment, *Problem solving, *Psychological tests, *Thought & thinking, *Behavior disorders, Aggression (Psychology) in children, Problem-solving therapy, Diagnosis of obsessive-compulsive disorder, Social disabilities, Locus of control, Obsessive-compulsive disorder, Social participation, Comorbidity, Psychological factors, Psychology, Diagnosis
Abstract: Objective: To study social problem-solving skills in psychiatrically defined aggressive boys, starting from Dodge's social information-processing model.Method: Videotaped stimuli of problematic social situations and questions were presented to elicit responses that indicate boys' social problem-solving skills (encoding and interpretation of social cues, generation of possible responses, evaluation of responses, self-efficacy evaluation, and response selection). Boys aged 7 to 12 years with oppositional defiant or conduct disorder (ODD/CD) (n = 48), attention-deficit hyperactivity disorder (ADHD) (n = 27), and both disorders (ODD/CD + ADHD) (n = 29) were involved as well as a normal control group (n = 37) and a psychiatric control group with internalizing disorders (n = 23).Results: When compared with normal controls, boys with ADHD, with ODD/CD, and with ODD/CD + ADHD encoded fewer social cues and generated fewer responses. Boys with ODD/CD and with ODD/CD + ADHD moreover were more confident in their ability to enact an aggressive response than normal controls. When ODD/CD boys and ODD/CD + ADHD boys were given the opportunity to select a response from various types of responses shown, they selected an aggressive response more often than normal controls. Thus, in ADHD boys social problem-solving was affected only in encoding and in the generation of responses, whereas in ODD/CD and ODD/CD + ADHD boys social problem-solving was affected throughout the process.Conclusion: For the further study of social problem-solving in aggressive children, it is essential to differentiate between children with ADHD and children with ODD/CD and ODD/CD + ADHD. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:<bold>Objective: </bold>To study social problem-solving skills in psychiatrically defined aggressive boys, starting from Dodge's social information-processing model.<bold>Method: </bold>Videotaped stimuli of problematic social situations and questions were presented to elicit responses that indicate boys' social problem-solving skills (encoding and interpretation of social cues, generation of possible responses, evaluation of responses, self-efficacy evaluation, and response selection). Boys aged 7 to 12 years with oppositional defiant or conduct disorder (ODD/CD) (n = 48), attention-deficit hyperactivity disorder (ADHD) (n = 27), and both disorders (ODD/CD + ADHD) (n = 29) were involved as well as a normal control group (n = 37) and a psychiatric control group with internalizing disorders (n = 23).<bold>Results: </bold>When compared with normal controls, boys with ADHD, with ODD/CD, and with ODD/CD + ADHD encoded fewer social cues and generated fewer responses. Boys with ODD/CD and with ODD/CD + ADHD moreover were more confident in their ability to enact an aggressive response than normal controls. When ODD/CD boys and ODD/CD + ADHD boys were given the opportunity to select a response from various types of responses shown, they selected an aggressive response more often than normal controls. Thus, in ADHD boys social problem-solving was affected only in encoding and in the generation of responses, whereas in ODD/CD and ODD/CD + ADHD boys social problem-solving was affected throughout the process.<bold>Conclusion: </bold>For the further study of social problem-solving in aggressive children, it is essential to differentiate between children with ADHD and children with ODD/CD and ODD/CD + ADHD. [ABSTRACT FROM AUTHOR]
ISSN:08908567
DOI:10.1097/00004583-199903000-00019