AN ANALYSIS OF POSITIVE SOCIAL INFORMATION-PROCESSING, AGGRESSION, AND PEER FUNCTIONING AMONG CHILDREN WITH ATTENTION DEFICIT/HYPERACTIVITY DISORDER

Research has used social information-processing (SIP) theory to explain the association between social cognitive deficits among children with Attention Deficit/Hyperactivity Disorder (ADHD) and social dysfunction (aggression, low prosocial behaviour, peer problems). Scant research has investigated positive information-processing and social outcomes. This study examined SIP (cue encoding and attributions) of positive social situations among children with ADHD (n=77) and typically developing children (n=48) and explored whether SIP mediated the relation between ADHD symptoms and social outcomes. Results indicated that children with ADHD encoded more overall cues and neutral cues than typically developing children. Typically developing children encoded a significantly higher number of positive and negative cues than children with ADHD. There were no significant differences in intent attributions; however, children with ADHD provided more negative outcome attributions. SIP did not mediate the association between hyperactive-impulsive symptoms and peer problems. Elevated aggression did not moderate the association between SIP and social outcomes.M.A