Peer-Related Personal Experiences of Children with Attention-Deficit/Hyperactivity Disorder With and Without Comorbid Learning Disabilities

R. Kellner, Stephen Houghton, Graham Douglas

Research output: Contribution to journalArticle

16 Citations (Scopus)


This research investigates the peer-related social functioning of 291 children (185 males, 106 females), aged from 8 years to 17 years and 8 months diagnosed with varying Attention-Deficit/Hyperactivity Disorder (ADHD) subtypes (i.e., Predominantly Inattentive 3I, Combined 3C) with and without comorbid learning disabilities (LD). All were administered the Interpersonal Relationships Questionnaire which is comprised of six reliable and valid measures: Social Desirability, Interpersonal Difficulties, Social Self-Concept, Social Self-Confidence, Preference for Solitude, and Social Interaction Anxiety. Results revealed that neither Gender, Age, nor Social Desirability were significantly associated with children's self-reports. Pearson correlations demonstrated that the strength and magnitude of associations between self-reports of interpersonal relationships varied according to group status. With the exception of Preference for Solitude, analyses of variance revealed significant differences in self-reports by group, as related to the presence or absence of LD, particularly for the ADHD-C 3LD compared to the ADHD-I 3LD group. Psychoeducational and clinical implications for understanding the functional and discriminant significance of social impairment among children with varying ADHD subtypes with comorbid LD are discussed in light of these research findings.
Original languageEnglish
Pages (from-to)119-135
JournalInternational Journal of Disability, Development and Education
Issue number2
Publication statusPublished - 2003


Cite this