Abstract

This study aimed to investigate how children with attention deficit hyperactivity disorder (ADHD) adjust to school when compared to typically developing students. The convenience sample consisted of 135 children—27 with ADHD and 108 in the control group—and 19 prevalent teachers from 6 primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Evaluations were also used to assess teachers’ perceptions of their relationships with their students, children’s behaviors, and children’s academic competencies. Chi-squared tests, independent sample t tests, bivariate correlations, and one-way multivariate analyses of variance (MANOVA) were used to analyze the data. The chi-squared test showed that children with ADHD were rejected by their peers and more unpopular than expected. The results of the one-way MANOVA tests showed greater difficulty on the teacher’s part in establishing relationships based on affective closeness with children with ADHD than with typically developing children. Children with ADHD also showed higher levels in emotional symptoms, behavioral problems, hyperactivity, and peer problems than typically developing children. This study’s findings suggest that teachers should consider the wellbeing of children with ADHD to improve their social and behavioral development on children’s ability to adjust to school.

摘要

本研究旨在调查与正常发育的学生相比，患有注意力缺陷多动障碍 (ADHD) 的儿童如何适应学校。便利样本包括 135 名儿童（27 名患有多动症，108 名在对照组）和来自意大利西北部 6 所中小学的 19 名普通教师。用社会测量问卷对儿童进行评估。评估也被用来评估教师对他们与学生的关系、孩子的行为和孩子的学业能力的看法。卡方检验、独立样本 t 检验、双变量相关性和单因素多元方差分析 (MANOVA) 用于分析数据。卡方检验显示，患有多动症的儿童被同龄人排斥，比预期更不受欢迎。单向 MANOVA 测试的结果显示，教师在与 ADHD 儿童建立基于情感亲密关系的关系方面比与正常发育的儿童建立关系的难度更大。与正常发育的儿童相比，患有多动症的儿童在情绪症状、行为问题、多动和同伴问题方面也表现出更高的水平。这项研究的结果表明，教师应考虑多动症儿童的福祉，以改善他们的社会和行为发展，以适应儿童适应学校的能力。和同伴问题比正常发育的儿童。这项研究的结果表明，教师应考虑多动症儿童的福祉，以改善他们的社会和行为发展，以适应儿童适应学校的能力。和同伴问题比正常发育的儿童。这项研究的结果表明，教师应考虑多动症儿童的福祉，以改善他们的社会和行为发展，以适应儿童适应学校的能力。