Students with ADHD: Social Skills, Behavioral Problems, Academic Performance, and Family Resources

Abstract ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners’ Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population.

注意缺陷与多动障碍（Attention Deficit Hyperactivity Disorder，ADHD）属于一类发育性风险病症。本研究的总体目标为明确注意缺陷与多动障碍患儿的社交技能、行为问题、学业表现及家庭资源状况，具体目标则为对比存在ADHD相关指标的学生在是否使用药物情况下的差异。本研究共纳入43名初等教育I阶段学生（平均年龄9.6岁，标准差1.5）、43名家长（平均年龄39.1岁，标准差7.6）以及38名教师（平均年龄43.1岁，标准差8.4）。研究所采用的测评工具包括社交技能、行为问题与学业能力量表（Inventory of Social Skills, Behavior Problems and Academic Competence，SSRS-BR）、康纳量表（Conners’ Scale）以及家庭资源量表。数据采集工作在公立学校中开展。研究结果显示，相较于参照样本，受试学生在行为问题与社交技能维度上得分更高，而在社交技能细分类别与学业能力维度得分更低；受试学生拥有可用的家庭资源，且学业平均分高于5.0。综上，本研究涉及的受试群体亟需开展针对性干预措施。