Autobiographical Statement
The Attention-Deficit Hyper-Activity disorder is a topic I have always wanted to learn more about since my freshman year of highschool. The reason for wanting to learn more is becasue when i was a freshamn lots of people were always telling me “Oh my god why are you so hyper” or “Why do you move too much” or teachers would always call me out becasue they realized i was always dosing off and not really paying attention. At first I never really looked into it maybe becasue I didn’t really care but as time passed ive became more concious of my behavior and began to question my unstable behavior. After a while I began to do research on google trying to see about this unusal behavior and stumbled upon the disorder ADHD which is Attention Deficit Hyperactivity. The more I began to read i related to quite a few possible symptons which began to shock and belive me into thinking that I have ADHD. Soon I became concious about my very obnixious behavior and began to try and tame my behavior. Now i realize i was proabably being a hypocandriach and I was just filled with energy which caused me to do things that are annoying but I thought was funny. Now with this research paper I have a chance to gain more knowledge on the disorder Attention Deficit Hyperactivity Disorder.
Attention Deficit/Hyperactivity Disorder
Similar to many other disorders, ADHD can also affect a person in their everyday life. ADHD is marked by developmentally inappropriate inattention, impulsiveness and motor hyperactivity (Rosenhan & Seligman, 1995). Adhd is a disorder that is more common to affect someone in there childhood but may also persist into their adulthood. Children with Adhd can stuggle in their education due to the lack of attention or hyperactivity, and need special type of approach. Adhd is a disorder that can have three types which are hyperactivity, attention deficit, or combined type and depending on which type they are diagnosed with it can affect them in their daily life.
In general, ADHD is when someone has socially disruptive behaviors, either attention deficit or hyperactive, before the age of seven, which persist for at least six months (Sue, Sue, & Sue, 1997). Characteristics of children who suffer from ADHD primarily include inattention, impulsivity, and deficits in rule-governed behavior, not the restlessness or squirminess that has often been the focus of adults’ concern. Those identified as having ADHD may show difficulty in focusing and sustaining attention, controlling impulsivity, and showing appropriate motivation (Kauffman, 2001).
Students with ADHD have attention problems that span several settings. ADHD is extremely apparent in a school setting and may have a grave impact on a child's educational experience. Traditional schools expect students to be patient, listen attentively, complete assignments, cooperate with peers, and pay close attention to the task at hand. These activities are difficult for children who have ADHD because they cannot control their behaviors. Behaviors that often accompany ADHD include the
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inability to “think before you act,” take turns, wait in line, and excessive fidgetiness and restlessness. School children who have ADHD may have a hard time remembering to do tasks, constantly run late, and turn in homework that is unfinished or past its due date. Students with ADHD may appear to be emotionally immature, quick-tempered, and easily frustrated (Kauffman, 2000). All of the above characteristics may make it difficult for children to function successfully in a school setting both academically and socially.
Recently, it has been discovered that students with ADHD may suffer from developmentally inappropriate social behaviors, which likely affects the development of friendships and relationships with peers. Many studies have found evidence that suggests that children with ADHD manifest social skills deficits with peers because of the behaviors that often accompany ADHD (disruptiveness and poor impulse control). Poor development of social skills can have very serious negative side effects, which include long-term effects that may carry over into adulthood. Children who demonstrate problems with social and peer relationships at an early age often continue to have socialization problems later in life (Dumas, 1998). In order for students with ADHD to positively participate in classroom and social settings, their academic and social deficits need to be addressed and accommodated.
Social skills deficits are not only experienced by students with ADHD, although it is predicted that fifty percent of students with ADHD experience relationship problems (Dumas, 1998). Low social functioning can be experienced by students with exceptional needs as well as regular education students. Poor social skill development in children can lead to adverse effects in the future. For example, poor social skills have been linked with a higher incidence of school dropouts, juvenile delinquency, loss of jobs, disorderly
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conduct and law enforcement contacts (Landau & Milich, cited in Landau & Moore, 1991). Lack of adequate social skills can negatively effect the development of peer relationships, which can lead to having few friends. A study done by Weiss & Hechman (cited in Landau & Moore, 1991) indicated that students who have been identified as having ADHD are more likely to experience feelings of sadness and loneliness when compared to their non-ADHD peers. It also seems that students with ADHD are less involved in their communities as well as in school activities.
A person’s social status greatly determines if an individual is accepted or rejected by their peers and determines if a person is acceptable to a group. Students who are labeled as hyperactive have a high incidence of being rejected by their same age peers. This negatively affects the hyperactive student’s status as acceptable and makes it difficult for a student with ADHD to maintain healthy friendships (Landau & Milich, cited in Landau & Moore, 1991). A study conducted by Milich, Landau, Kilby, & Whitten suggested that children with hyperactivity are more unpopular and socially rejected than peers who are aggressive in nature (as cited in Landau & Moore, 1991).
Social skills training can be integrated into learning disabled and regular education curriculum to help students learn the skills necessary to develop and maintain relationships in and out of a school setting. School-based interventions can be planned and implemented to help students with ADHD form positive relationships with peers and teachers (Evans, Axelrod, & Sapia, 2000).
In order for students with ADHD to function appropriately in a classroom and at school in general they must be accepted and included by their peers and teachers. The opinions a teacher holds about certain students is communicated and reinforced by the other children in the classroom. Teacher perceptions often influence how students respond to others, whether teachers are aware of this or not. It has been suggested that students who suffer from learning disabilities, including ADHD, are the recipients of more negative attention, less praise, and more disciplinary action by their teachers when compared to their non-disabled peers (Hepler, 1994).
The previous literature has suggested that, along with other difficulties, students with ADHD suffer from social skill impairments. Attitudes and attention from a student’s peers, whether negative or positive, can have a huge impact on a student’s educational experience. It is pertinent that professionals within the field of education better understand the social deficits and needs of children with ADHD. Therefore, the impact of social skill deficits of by students who have been identified as having ADHD needs further exploration. By understanding a student’s social needs we can ensure that students identified as having ADHD have the best possible opportunities to develop social skills that are socially desirable by others. In turn, this allows a better chance to be accepted and active in healthy peer relations, both in childhood and adulthood.
Statement of the Problem
The purpose of this study is to further explore, through the published literature, the social effects that ADHD has on a student’s social skill development and how a student’s lack of social competence effects relationships with their peers. By exploring the subject of ADHD and its social manifestations, educational professionals will be better able to understand students who are lacking adequate social skills. This knowledge will assist in the implementation if interventions designed to assist students in the development of social skills ,which will lead to success within the classroom, as well as with their peer groups.
Definition of Terms
For the purpose of clarity, the following terms are defined.
Conduct Disorder (CD)- a disorder characterized by a repetitive and persistent pattern of behavior in which a young person violates the basic rights of others or major age-appropriate societal norms or rules (Hetherington & Parke, 1999).Self-esteem – a good opinion of oneself, self-confident (Abate, 1997).
Social Competence – how social skills are linked to socially valid outcomes.Social Skills – discrete molecular behaviors that, if present increase the probability that the child will be considered socially competent.
Social Skills Rating System (SSRS) – a clinically useful instrument that incorporates a broad multi-rater format that addresses social behavior (Dumas, 1998).
Social Status – peer nominations of acceptance or rejection, the personal appeal of the individual to the rest of the group (Landau & Moore, 1991).
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Assumptions
There are several assumptions which are apparent in this research. This includes the assumption that ADHD is a real, diagnosable disorder, and that the lack of appropriate social skills is detrimental to the development of healthy relationships.
Limitations
There are several limitations associated with this research. These limitations include the fact that commonly prescribed ADHD medications may decrease the appearance of social skill deficits and that diagnosis for ADHD often varies. Another limitation is that peer socialization and interaction may vary between males and females, and females may not display as many outward behaviors associated with ADHD as compared to males (Landau & Moore, 1991)