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The Experts below are selected from a list of 11616 Experts worldwide ranked by ideXlab platform

Dana Hangai – 1st expert on this subject based on the ideXlab platform

  • Social Skills Differences among Attention-Deficit/Hyperactivity Disorder Types in a Chat Room Assessment Task
    Journal of Abnormal Child Psychology, 2007
    Co-Authors: Amori Yee Mikami, Cynthia L. Huang-pollock, Linda J. Pfiffner, Keith Mcburnett, Dana Hangai

    Abstract:

    This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n =33), ADHD-Inattentive Type (ADHD-I; n =45), and comparison children ( n =38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.

  • social skills differences among attention deficit hyperactivity disorder types in a chat room Assessment Task
    Journal of Abnormal Child Psychology, 2007
    Co-Authors: Amori Yee Mikami, Linda J. Pfiffner, Keith Mcburnett, Cynthia L Huangpollock, Dana Hangai

    Abstract:

    This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n=33), ADHD-Inattentive Type (ADHD-I; n=45), and comparison children (n=38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.

Amori Yee Mikami – 2nd expert on this subject based on the ideXlab platform

  • Social Skills Differences among Attention-Deficit/Hyperactivity Disorder Types in a Chat Room Assessment Task
    Journal of Abnormal Child Psychology, 2007
    Co-Authors: Amori Yee Mikami, Cynthia L. Huang-pollock, Linda J. Pfiffner, Keith Mcburnett, Dana Hangai

    Abstract:

    This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n =33), ADHD-Inattentive Type (ADHD-I; n =45), and comparison children ( n =38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.

  • social skills differences among attention deficit hyperactivity disorder types in a chat room Assessment Task
    Journal of Abnormal Child Psychology, 2007
    Co-Authors: Amori Yee Mikami, Linda J. Pfiffner, Keith Mcburnett, Cynthia L Huangpollock, Dana Hangai

    Abstract:

    This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n=33), ADHD-Inattentive Type (ADHD-I; n=45), and comparison children (n=38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.

Keith Mcburnett – 3rd expert on this subject based on the ideXlab platform

  • Social Skills Differences among Attention-Deficit/Hyperactivity Disorder Types in a Chat Room Assessment Task
    Journal of Abnormal Child Psychology, 2007
    Co-Authors: Amori Yee Mikami, Cynthia L. Huang-pollock, Linda J. Pfiffner, Keith Mcburnett, Dana Hangai

    Abstract:

    This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n =33), ADHD-Inattentive Type (ADHD-I; n =45), and comparison children ( n =38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.

  • social skills differences among attention deficit hyperactivity disorder types in a chat room Assessment Task
    Journal of Abnormal Child Psychology, 2007
    Co-Authors: Amori Yee Mikami, Linda J. Pfiffner, Keith Mcburnett, Cynthia L Huangpollock, Dana Hangai

    Abstract:

    This study assessed social skills in 116 children aged 7–12 with ADHD-Combined Type (ADHD-C; n=33), ADHD-Inattentive Type (ADHD-I; n=45), and comparison children (n=38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room Task, in which participants were encouraged to join a conversation and type messages to interact with four computer-simulated peers. Every participant received the identical stimulus from the simulated peers, but was free to respond to it in his or her own unique way. Relative to comparison children, children with ADHD-C made off-topic and hostile responses; children with ADHD-I made off-topic responses, few responses and showed poor memory for the conversation. ADHD subtype differences remained after statistical control of IQ, reading achievement, typing skill, and comorbid disruptive behavior disorders. SCT symptoms, most prevalent among children with ADHD-I, predicted a distinct pattern of social withdrawal and lower hostility. Parent and teacher ratings and in-vivo observations of social skills correlate with this new measure.