Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Peer popularity and peer communication patterns: Hyperactive versus active but normal boys

Peer popularity and peer communication patterns: Hyperactive versus active but normal boys Classroom peer perceptions of 18 teacher-nominated hyperactive and 18 teacher-nominated active but normal elementary school-age boys, as revealed in two sociometric measures (Bower's Class Play, like-dislike nomination), were compared. Results indicated that hyperactives were significantly different from actives on all sociometric measures in that they were perceived more negatively. Peer communication patterns also were assessed. The communicative content, communicative quality, and attention to task instructions of hyperactive boys were compared to those of comparison boys. Limited support was found for the earlier finding that hyperactive boys were less likely than comparison boys to modulate behavior in response to changing external cues and to respond to subtle social learning opportunities. The communication task was found to be highly engaging for both groups of boys, and results suggest that hyperactive children may not lack the interpersonal skills necessary for referential communication, although they may be unable to use them consistently in all settings. The need to continue the study of peer relations of hyperactive children in naturalistic settings is stressed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Abnormal Child Psychology Springer Journals

Peer popularity and peer communication patterns: Hyperactive versus active but normal boys

Download PDF
18 pages

Loading next page...
 
/lp/springer-journals/peer-popularity-and-peer-communication-patterns-hyperactive-versus-kSSbMvuuJm

References (18)

Publisher
Springer Journals
Copyright
Copyright
Subject
Psychology; Child and School Psychology; Neurosciences; Public Health
ISSN
0091-0627
eISSN
1573-2835
DOI
10.1007/BF00917796
Publisher site
See Article on Publisher Site

Abstract

Classroom peer perceptions of 18 teacher-nominated hyperactive and 18 teacher-nominated active but normal elementary school-age boys, as revealed in two sociometric measures (Bower's Class Play, like-dislike nomination), were compared. Results indicated that hyperactives were significantly different from actives on all sociometric measures in that they were perceived more negatively. Peer communication patterns also were assessed. The communicative content, communicative quality, and attention to task instructions of hyperactive boys were compared to those of comparison boys. Limited support was found for the earlier finding that hyperactive boys were less likely than comparison boys to modulate behavior in response to changing external cues and to respond to subtle social learning opportunities. The communication task was found to be highly engaging for both groups of boys, and results suggest that hyperactive children may not lack the interpersonal skills necessary for referential communication, although they may be unable to use them consistently in all settings. The need to continue the study of peer relations of hyperactive children in naturalistic settings is stressed.

Journal

Journal of Abnormal Child Psychology – Springer Journals

Published: Dec 16, 2004

There are no references for this article.