Children with ADHD show medium-to-large peer problems relative to typically developing youth, with effect sizes from d=.72 (no comorbidities) to d=1.25 (comorbid conduct problems)¶
Claim · All claims
Evidence · 1 study · reviewr2·q3·i2medium
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 A meta-analysis reported peer problem effect sizes of d=.72 for children with ADHD without comorbidities and d=1.25 for those with comorbid conduct problems, relative to typically developing youth. → Mikami 2015
Evidence¶
Mikami 2015¶
Mikami, A. Y., & Normand, S. (2015). The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD. Curr Dev Disord Rep. https://doi.org/10.1007/s40474-014-0036-0
q3 · i2 · review · r2
The review cites a meta-analysis comparing peer problems of children with ADHD to typically developing youth, reporting "d=.72 for children with ADHD and no comorbidities to d=1.25 for children with ADHD and comorbid conduct problems", described as medium to large effects.
"One meta-analysis reported the effect size of peer problems relative to typically developing youth as d=.72 for children with ADHD and no comorbidities to d=1.25 for children with ADHD and comorbid conduct problems"
Discussion¶
Related Claims¶
- Existing child-focused treatments for ADHD, including the MTA's intensive behavioral management and medication, and clinic-based social skills training, have not improved peers' liking of children with ADHD
- In a small randomized pilot study, children with ADHD showed better sociometric peer functioning when the MOSAIC classroom inclusion components were added to behavioral management and social skills training
- Peer rejection incrementally predicts subsequent behavioral, emotional, and academic maladjustment in children with ADHD beyond ADHD status itself
- Peers hold the most negative automatic judgments about children displaying hyperactive/impulsive behaviors, and the ADHD label itself evokes social devaluation
- Children with ADHD show marked peer rejection and friendship impairment: approximately four times more likely to be rejected, 52–82% scoring over 1 SD above the classroom mean in rejection, and nearly twice as likely to have no classroom friends — related
- Findings are mixed on whether friendship buffers the negative effects of peer rejection for children with ADHD — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
adhd-peer-problems-effect-sizes-d072-d125 |
title |
Children with ADHD show medium-to-large peer problems relative to typically developing youth, with effect sizes from d=.72 (no comorbidities) to d=1.25 (comorbid conduct problems) |
description |
Children with ADHD show medium-to-large peer problems relative to typically developing youth, with effect sizes from d=.72 (no comorbidities) to d=1.25 (comorbid conduct problems) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
recheck_by |
2020 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mikami-2015 |
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