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Peer relationships and prosocial behaviour differences across disruptive behaviours

Peer relationships and prosocial behaviour differences across disruptive behaviours
Peer relationships and prosocial behaviour differences across disruptive behaviours
It is unclear if impairments in social functioning and peer relationships significantly differ across common developmental conditions such as attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), conduct disorder (CD), and associated callous–unemotional traits (CU traits). The current study explored sex differences and symptoms of parent- and teacher-reported psychopathology on peer relationships and prosocial behaviour in a sample of 147 referred children and adolescents (aged 5–17 years; 120 m). The results showed that increases in parent-reported ADHD Inattentive symptoms and teacher-reported ADHD Hyperactive–Impulsive symptoms, CD, ODD, and CU traits were significantly associated with peer relationship problems across sex. At the same time, teacher-reported symptoms of ODD and both parent- and teacher-reported CU traits were related to difficulties with prosocial behaviour, for both boys and girls, with sex explaining additional variance. Overall, our findings show a differential association of the most common disruptive behaviours to deficits in peer relationships and prosocial behaviour. Moreover, they highlight that different perspectives of behaviour from parents and teachers should be taken into account when assessing social outcomes in disruptive behaviours. Given the questionable separation of conduct problem-related constructs, our findings not only point out the different contribution of those aspects in explaining peer relationships and prosocial behaviour, but furthermore the variance from different informants about those aspects of conduct problems.
1018-8827
Milledge, Sara V.
7909618f-2a4f-427f-81a0-7fbee8491cae
Cortese, Samuele
53d4bf2c-4e0e-4c77-9385-218350560fdb
Thompson, Margaret
722079c8-80f8-48be-a82d-36a159d43d24
Mcewan, Fiona
ce8c64d2-f336-4ee4-af58-7a7290eb1cf7
Rolt, Michael
2efc3eec-b668-41e7-870e-2023bee63257
Meyer, Brenda
0ba35a30-8bbf-4821-8fff-0433475d0390
Sonuga-Barke, Edmund
bc80bf95-6cf9-4c76-a09d-eaaf0b717635
Eisenbarth, Hedwig
41af3dcb-da48-402b-a488-49de88e64f0c
Milledge, Sara V.
7909618f-2a4f-427f-81a0-7fbee8491cae
Cortese, Samuele
53d4bf2c-4e0e-4c77-9385-218350560fdb
Thompson, Margaret
722079c8-80f8-48be-a82d-36a159d43d24
Mcewan, Fiona
ce8c64d2-f336-4ee4-af58-7a7290eb1cf7
Rolt, Michael
2efc3eec-b668-41e7-870e-2023bee63257
Meyer, Brenda
0ba35a30-8bbf-4821-8fff-0433475d0390
Sonuga-Barke, Edmund
bc80bf95-6cf9-4c76-a09d-eaaf0b717635
Eisenbarth, Hedwig
41af3dcb-da48-402b-a488-49de88e64f0c

Milledge, Sara V., Cortese, Samuele, Thompson, Margaret, Mcewan, Fiona, Rolt, Michael, Meyer, Brenda, Sonuga-Barke, Edmund and Eisenbarth, Hedwig (2018) Peer relationships and prosocial behaviour differences across disruptive behaviours. European Child & Adolescent Psychiatry. (doi:10.1007/s00787-018-1249-2).

Record type: Article

Abstract

It is unclear if impairments in social functioning and peer relationships significantly differ across common developmental conditions such as attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), conduct disorder (CD), and associated callous–unemotional traits (CU traits). The current study explored sex differences and symptoms of parent- and teacher-reported psychopathology on peer relationships and prosocial behaviour in a sample of 147 referred children and adolescents (aged 5–17 years; 120 m). The results showed that increases in parent-reported ADHD Inattentive symptoms and teacher-reported ADHD Hyperactive–Impulsive symptoms, CD, ODD, and CU traits were significantly associated with peer relationship problems across sex. At the same time, teacher-reported symptoms of ODD and both parent- and teacher-reported CU traits were related to difficulties with prosocial behaviour, for both boys and girls, with sex explaining additional variance. Overall, our findings show a differential association of the most common disruptive behaviours to deficits in peer relationships and prosocial behaviour. Moreover, they highlight that different perspectives of behaviour from parents and teachers should be taken into account when assessing social outcomes in disruptive behaviours. Given the questionable separation of conduct problem-related constructs, our findings not only point out the different contribution of those aspects in explaining peer relationships and prosocial behaviour, but furthermore the variance from different informants about those aspects of conduct problems.

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Accepted/In Press date: 27 October 2018
e-pub ahead of print date: 1 November 2018

Identifiers

Local EPrints ID: 426026
URI: https://eprints.soton.ac.uk/id/eprint/426026
ISSN: 1018-8827
PURE UUID: d28e27a7-e3d7-4027-8202-003a490e9092
ORCID for Samuele Cortese: ORCID iD orcid.org/0000-0001-5877-8075
ORCID for Hedwig Eisenbarth: ORCID iD orcid.org/0000-0002-0521-2630

Catalogue record

Date deposited: 09 Nov 2018 17:30
Last modified: 10 Dec 2019 05:08

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