Peer Relationship Of Children With Attention Deficit Hyperactivity Disorder Learning In Regular Class

With the rising of the detectable rate of children with ADHD,children with ADHD have become the focus of the education of China,the intervention of children with ADHD represents the quality of the education,which is a problem that can not be ignored in our country.In recent years,more and more attention has been paid to the importance of peer tutoring in children's school adaptation and social integration,it is necessary to investigate children's peer relationship.Peer relationship is the key indicators of children's socialization and interpersonal relation,and also palys an important part in the establishment of good behavior,as well as the school and social adaptation for children with ADHD.Therefore,this study investigated the peer relationship of children with ADHD learning in regular class,which is significant to know the adaptation of children with ADHD and to verify the quality of the education.In the study,the methods of peer nomination,social network analysis and questionnaire were adopted.The participants were 30 children with ADHD(25 boys,5 girls)of three or four grade learning in regular class in Zhejiang Province and their 1119 classmates who served as raters.For each child with ADHD,an age-and IQ-matched child was selected with Combined Raven Test from the same class to serve as a comparison child.This study investigated the ADHD children's peer relationship,including three dimensions:peer acceptance,friendship and social network,discussed the advantages and weakness of their peer relationship,then explored the factors influencing their peer relationship.The results showed that:(1)Children with ADHD learning in regular class had negative peer relationship.Children with ADHD had lower peer acceptance and social status in the class,they were more often rejected by peers;they also had fewer dyadic friends and frail friendship;In the social network,they were not as active as the comparison children,and they were more likely to be isolated by peers and had lower class participation.Girls with ADHD had higher peer acceptance than boys,and they were also more active in social network than boys.(2)The behavior problems of children with ADHD were the main reason for the slow development of their peer relationship,and the lack of adequate and sufficient support for the children with ADHD learning in regular class also restricted the development of their peer relationship.(3)There was an intrinsic relationship between children's social network,peer acceptance and friendship,and the social network of children with ADHD provided more positive information for the exploration and intervention of their peer relationship.Based on the above findings,the investigator put forward the following suggestions for the educators and researchers:(1)To provide inclusive environment,establish the atmosphere of understanding and acceptance;(2)To promote the moral trait of children with ADHD,and improve their behaviors;(3)To excavate their social advantages and create success social experience;(4)To adopt comprehensive Intervention methods,and improve the school support system;So as to provide references for further theoretical research and practical exploration.