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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]
Copyright of Journal of the American Academy of Child & Adolescent Psychiatry is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Label: Title
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  Data: Deficient social problem-solving in boys with ODD/CD, with ADHD, and with both disorders.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Matthys%2C+Walter%22">Matthys, Walter</searchLink><br /><searchLink fieldCode="AR" term="%22Cuperus%2C+Juliane+M%2E%22">Cuperus, Juliane M.</searchLink><br /><searchLink fieldCode="AR" term="%22Matthys%2C+W%22">Matthys, W</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cuperus%2C+J+M%22">Cuperus, J M</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Van+Engeland%2C+H%22">Van Engeland, H</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+the+American+Academy+of+Child+%26+Adolescent+Psychiatry%22">Journal of the American Academy of Child & Adolescent Psychiatry</searchLink>. Mar99, Vol. 38 Issue 3, p311-321. 11p. 5 Charts.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Aggression+%28Psychology%29%22">Aggression (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br />*<searchLink fieldCode="DE" term="%22Personality+assessment%22">Personality assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+tests%22">Psychological tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Thought+%26+thinking%22">Thought & thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Behavior+disorders%22">Behavior disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression+%28Psychology%29+in+children%22">Aggression (Psychology) in children</searchLink><br /><searchLink fieldCode="DE" term="%22Problem-solving+therapy%22">Problem-solving therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnosis+of+obsessive-compulsive+disorder%22">Diagnosis of obsessive-compulsive disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Social+disabilities%22">Social disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Locus+of+control%22">Locus of control</searchLink><br /><searchLink fieldCode="DE" term="%22Obsessive-compulsive+disorder%22">Obsessive-compulsive disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Social+participation%22">Social participation</searchLink><br /><searchLink fieldCode="DE" term="%22Comorbidity%22">Comorbidity</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+factors%22">Psychological factors</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnosis%22">Diagnosis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: <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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of the American Academy of Child & Adolescent Psychiatry is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1097/00004583-199903000-00019
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 11
        StartPage: 311
    Subjects:
      – SubjectFull: Aggression (Psychology)
        Type: general
      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Personality assessment
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Psychological tests
        Type: general
      – SubjectFull: Thought & thinking
        Type: general
      – SubjectFull: Behavior disorders
        Type: general
      – SubjectFull: Aggression (Psychology) in children
        Type: general
      – SubjectFull: Problem-solving therapy
        Type: general
      – SubjectFull: Diagnosis of obsessive-compulsive disorder
        Type: general
      – SubjectFull: Social disabilities
        Type: general
      – SubjectFull: Locus of control
        Type: general
      – SubjectFull: Obsessive-compulsive disorder
        Type: general
      – SubjectFull: Social participation
        Type: general
      – SubjectFull: Comorbidity
        Type: general
      – SubjectFull: Psychological factors
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Diagnosis
        Type: general
    Titles:
      – TitleFull: Deficient social problem-solving in boys with ODD/CD, with ADHD, and with both disorders.
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            NameFull: Matthys, Walter
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            NameFull: Cuperus, Juliane M.
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            NameFull: Matthys, W
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            NameFull: Cuperus, J M
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            NameFull: Van Engeland, H
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              M: 03
              Text: Mar99
              Type: published
              Y: 1999
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              Value: 38
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            – TitleFull: Journal of the American Academy of Child & Adolescent Psychiatry
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