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Social–Cognitive Processes in Preschool Boys With and Without Oppositional Defiant Disorder

Social–Cognitive Processes in Preschool Boys With and Without Oppositional Defiant Disorder The social–cognitive characteristics of 88 preschool boys with Oppositional Defiant Disorder (ODD) and 80 nondisruptive boys were assessed 3 times over a 2-year period. Three questions were addressed: (1) Do social–cognitive processes (encoding, attribution, problem solving, and response evaluation) distinguish clinic-referred preschool boys from peers without behavior problems? (2) What is the relation between preschoolers' social–cognitive processes and observed problem behavior? (3) Are the social–cognitive processes of clinic boys with ODD influenced by comorbidity with Attention Deficit Hyperactivity Disorder (ADHD)? Boys were presented hypothetical, peer-oriented social dilemmas to resolve. At all 3 assessments, clinic boys were twice as likely as were comparison group boys to generate aggressive solutions. Relative to comparison boys, clinic boys' encoding of social information was less accurate. The groups did not differ in their attributions or response evaluations. Verbal IQ and language skills were modestly correlated with problem solving and encoding. Within the clinic group, social–cognitive processes were not affected by ADHD comorbidity and they showed little relation to later diagnostic status or severity of behavior problems. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Abnormal Child Psychology Springer Journals

Social–Cognitive Processes in Preschool Boys With and Without Oppositional Defiant Disorder

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References (56)

Publisher
Springer Journals
Copyright
Copyright © 2001 by Plenum Publishing Corporation
Subject
Psychology; Clinical Psychology; Developmental Psychology
ISSN
0091-0627
eISSN
1573-2835
DOI
10.1023/A:1005279828676
Publisher site
See Article on Publisher Site

Abstract

The social–cognitive characteristics of 88 preschool boys with Oppositional Defiant Disorder (ODD) and 80 nondisruptive boys were assessed 3 times over a 2-year period. Three questions were addressed: (1) Do social–cognitive processes (encoding, attribution, problem solving, and response evaluation) distinguish clinic-referred preschool boys from peers without behavior problems? (2) What is the relation between preschoolers' social–cognitive processes and observed problem behavior? (3) Are the social–cognitive processes of clinic boys with ODD influenced by comorbidity with Attention Deficit Hyperactivity Disorder (ADHD)? Boys were presented hypothetical, peer-oriented social dilemmas to resolve. At all 3 assessments, clinic boys were twice as likely as were comparison group boys to generate aggressive solutions. Relative to comparison boys, clinic boys' encoding of social information was less accurate. The groups did not differ in their attributions or response evaluations. Verbal IQ and language skills were modestly correlated with problem solving and encoding. Within the clinic group, social–cognitive processes were not affected by ADHD comorbidity and they showed little relation to later diagnostic status or severity of behavior problems.

Journal

Journal of Abnormal Child PsychologySpringer Journals

Published: Oct 16, 2004

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