Support for Parents of ADHD Children Introduction Introduction to the P

ADHD is associated with long-term and short-term correlates that are linked to parent attitudes and actions (Klassen, Miller, & Fine, 2004; Lee, Mulsow, & Reifman, 2003; Lesesne, Visser, & White, 2003). For example, long-term correlates include adolescent and adult ADHD and behavioral disorders, alcohol and substance use, criminal behavior, and antisocial personality (Lee, et al., 2003). Short-term correlates include poor quality of life and maternal mental illness (Klassen, et al., 2004; Lesesne, et al., 2003). Management of ADHD includes parent education and support, which are needed to negate these negative outcomes of ADHD. In addi

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of single-parent households. Since conclusions were based on cross-sectional data, which cannot lead to causality inferences, findings are only implied and temporal relationships cannot be confirmed. Psychosocial Correlates of ADHD Merrell and Boelterá(2001) studied the relationship between social behavior and ADHD in children and youth. These authors noted that ADHD children have characteristics that make it problematic to respond to others in social situations in an appropriate manner. ADHD children have maladaptive response patterns and information processing difficulties that lead to maladaptive styles of approach. ADHD children tend to be aggressive, impulsive, immature, talkative, intense, and domineering, which makes social interactions difficult. These children have more trouble cooperating, communicating, and participating with peers. Nonverbal cues are not perceived correctly and verbal communication deficits interfere with interactions. Inappropriate social interactions lead to rejection from peers and negatively impact other relationships with parents and teachers. Merrell and Boelterá(2001) also noted that assessment of social interaction difficulties is important in the treatment of ADHD. These a
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Approximate Pages = 38 (250 words per page)

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