Psychological studies traditionally focus on problem behaviors and clinical diagnoses of children to explain their liking and disliking by peers. Children with Attention-Deficit/Hyperactivity Disorder (ADHD), in particular, often display problem behaviors resulting in their social impairment. However, adults' behaviors toward a child are an understudied factor that may also affect the impressions that peers form about that child. Participants were 137 previously unacquainted children ages 6.8–9.8 (24 with ADHD and 113 typically developing children) in a 2-week summer day program, along with their camp teachers. Data were analyzed via longitudinal social network analyses that controlled for children's ADHD diagnostic status and disruptive and internalizing behaviors. Results suggested that camp teachers' observed highlighting of children's personal strengths predicted these children receiving more liking nominations from peers and, for children with ADHD, fewer disliking nominations over the course of camp...

中文翻译：

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针对注意力缺陷/多动障碍儿童的教师行为预测了夏令营环境中同伴的最初喜好和反感

传统上，心理学研究关注儿童的问题行为和临床诊断，以解释他们对同龄人的喜好和厌恶。特别是患有注意力缺陷/多动症（ADHD）的儿童经常表现出问题行为，从而导致他们的社交障碍。但是，成年人对孩子的行为是一个未被充分研究的因素，也可能影响同龄人对该孩子的印象。在为期两周的夏季计划中，参加者是137名先前不认识的6.8-9.8岁儿童（24名患有ADHD，113名典型的发育中的儿童），以及他们的营地老师。通过纵向社会网络分析来分析数据，该分析控制了儿童的多动症诊断状态以及破坏性和内在性行为。结果表明，营地教师的