The social functioning of children with ADD with hyperactivity and ADD without hyperactivity

DISORDERS INVOLVING HYPER-activity and inattention are among the most common be-havior problems afflicting children and adolescents (Goodyear &L Hynd, 1992). The disorders are thought to occur in 3% to 5 % of school-age children (American Psychiatric Association, 1987), and com-prise 30 % to 40 % of the total referrals to child guidance clinics (Barkley, 1982). Within the field of child psychopathol-ogy, an unparalleled degree of discussion has focused on refining our understand-ing of the classification, etiology, and treatment of the disorder currently labeled Attention-deficit Hyperactivity Disorder (ADHD). The classification of ADHD has under-gone frequent revisions in the official catalogue of the American Psychiat-ric Association, the Diagnostic and Sta-tistical Manual of Mental Disorders (DSM). One area in which much dis-agreement has occurred involves the issue of relevant subtypes. Specifical-ly, the identification of an ADHD sub-type involving symptoms of inattention in the absence of motor activity has generated much debate. Such a subtype was proposed in the DSM-III (American Psychiatric Association, 1980); ques-tioned and partially discarded in th