meadd823
06-15-07, 12:52 AM
I get an e-mail from the dude that runs this web site help for ADD.com (http://www.helpforadd.com/)
Source of origin as usual they want money (http://www.ingentaconnect.com/content/klu/jacp/2007/00000035/00000002/00009076)
Yes I cheated. . .in through the out door my favorite ,.but legally of coarse thus the long introduction. Just think movie credits and you'll be fine. I always give proper credit to the studies I choose to pick apart. . . .I am after all a critic with morals.
Below is a partial of one of the studies I received with this months {maybe it was last months} subscription. So I do not disrupt the flow of the article any more than I already have I have underlined the parts of interest and placed a number next to that portion My comments about that area appear below and are corresponding according to numbers. Clear as mud right. . . . now for that medication effectiveness testing.
.
__________________________________________________ ______________________
Participants were 40 9- to 12- year old girls diagnosed with ADHD and 40 comparison girls without ADHD. Among the girls with ADHD, 22 met criteria for the combined type of ADHD (i.e., they had high rates of both inattentive and hyperactive-impulsive symptoms) while the remained were diagnosed with the inattentive type of ADHD (i.e., high rates of inattentive symptoms only). Twenty-two of the girls with ADHD also met criteria for a diagnosis of Oppositional Defiant Disorder. Almost all of these girls were from the ADHD Combined type group; the vast majority of girls with ADHD only were of the inattentive type. {1}
The researchers were interested in comparing the levels of prosocial and aggressive behavior of girls with and without ADHD and they used a variety of measures to do this. Before summarizing these measures, it is important to note that they chose to examine 2 types of aggression: overt aggression and relational aggression.
Overt aggression is the type of aggression that tends to be common among boys and involves physically aggressive behavior, intimidation, and threats. This is the type of aggression that boys employ to bully others and establish themselves in the dominance hierarchy.
Relational aggression, in contrast, refers to behaviors that are intended to harm or disrupt the victims' relationships with peers and is evident in gossiping or social exclusion. A child is engaging in relational aggression when she/he spreads rumors about a peer to damage that peer's social reputation, attempts to turn others against a peer, or deliberately excludes a child from social activities. Although the evidence remains somewhat equivocal, there are indications that relational aggression is more common among school age girls than boys, perhaps because girls tend to place greater value on intimacy and group belongingness. In contrast to overt aggression, relational aggression is more subtle and difficult to observe, and is therefore less accessible to parents and teachers.
Observational Measure - The unique aspect of this study was the use of an clever paradigm to collect observational data on girls' aggressive and prosocial behavior. Girls were brought into the lab and given the choice to play a computer game called the "Girls Club!". Each girl was told that the game was developed for girls their age to play with each other and that she would be playing on-line with 2 other girls who were in other rooms and who she would meet at the end of the game. In reality, however, no other girls would be playing; instead, the moves and comments (see below) of the "other" players were simulated and pre-programmed to be the same for every participant.{2}
As noted above, all moves and dice rolls were predetermined by the computer. The participant always "won the game" and was appointed "Girl's Club President". This gave her the right to make decisions about her "co-players" that each girl was told would be provided to future presidents to aid in their selection of who to play with. Thus, each girl could indicate who to include or exclude in future games and could provide information about what the other girls were like and how good a friend they would be. This provided an opportunity to assess overtly aggressive and relationally aggressive comments. Girls were led to believe that the ratings of their peers collected after the game would not be shared with the other players.
Messages that girls sent at the Chat Centers, as well as the comments about other girls that were collected after the game, were coded into the following categories:
Overt Aggression - harmful/destructive messages that threatened, bossed or taunted; e.g., "shut up", "Ha, Ha, look like you lost!"
Relational Aggression - harmful/destructive messages that manipulated the victim's relationship with another player; e.g., "Don't tell her but I don't like her very much, do you?"
Prosocial - skilled and friendly messages; e.g., good game to everyone," "I really like playing with you guys.
Awkward - comments that were out of synch with social expectations; e.g., out-of-the-blue comments that did not fit into the flow of normal social exchange such as "I like fish," "Volleyball is a fun sport".
All messages were coded into 1 of these 4 mutually exclusive categories and the number of messages in each category was tallied to create a score in that category for each participant. In addition to this coding, the intensity of each message was rated on a 1 to 5 scale. For example, in the overt aggression category, the message "I'm going to win!" would receive a score of 1 while the message "I'm going to spit on you!" would receive a score of 5. Intensity scores were averaged within each category.
Results -
Overt Aggression - Comparisons between girls with ADHD+ODD, ADHD only, and control girls for overt aggression were made for parent and teacher ratings as well as for the messages sent in the computer game. On all 4 measures, girls with ADHD+ODD were more aggressive than girls with ADHD alone who, in turn, were more aggressive than girls in the control group.
Relational Aggression - According to mothers' reports, girls with ADHD+ODD displayed higher rates of relational aggression than girls with ADHD alone, and girls with ADHD alone were seen as more relationally aggressive than girls in the control group. For teacher ratings, girls with ADHD+ODD were more aggressive than girls in both other groups who did not differ significantly from each other.
On the lab task, girls in the control group sent fewer relationally aggressive messages than both groups of girls with ADHD. However, the intensity of the relationally aggressive messages was actually higher for girls in the control group than for girls with ADHD alone. After being appointed "president" girls with ADHD+ODD were more prone to suggest excluding peers from future games than girls in the other groups. For rumor spreading, girls with ADHD only spread significantly fewer rumors than girls in the control group.
Prosocial Behavior - According to mothers' reports, girls with ADHD+ODD were less prosocial than girls with ADHD alone, who, in turn, were seen as less prosocial than girls in the comparison group. Teachers reported that girls with ADHD+ODD were less prosocial than girls in both other groups, who did not differ significantly from each other.
On the simulated computer game, both groups of girls with ADHD sent fewer prosocial message than girls in the control group.
Awkward Behavior - Interestingly, girls with ADHD alone were judged to send more socially awkward messages than girls in the other two groups. The intensity of their "awkwardness" was also judged to be higher.
** The Contribution of ODD symptoms, hyperactive-impulsive symptoms, and inattentive symptoms to girls' social behavior **
As a supplementary analysis, the authors examined the relative contribution of 3 types of symptoms - oppositional behavior, hyperactivity, and inattention - to the different types of social behavior rated in the study.
Girls' level of overt aggression was related to their ODD symptoms and hyperactive-impulsive symptoms, but not to their level of inattentive symptoms. Findings for girls' relational aggression were more mixed, with ODD, hyperactive, and inattentive symptoms all predicting relational aggression
Girls who were higher in ODD symptoms were seen as less prosocial by mothers, teachers, and in the lab task. Hyperactivity was related too less prosocial behavior only during the lab task, and inattention was not related to prosocial behavior on any of the measures.{3}
Finally, for awkward behavior in the lab task, only inattentive symptoms emerged as a significant predictor.
Summary and Implications -
Results from this study indicate that girls with ADHD+ODD were more overtly and relationally aggressive and less prosocial than girls without either disorder, with girls having ADHD only falling in between these girls and girls without ADHD.
It was especially noteworthy that compared to girls in the control group, girls with ADHD only showed less frequent prosocial behavior, more overt aggression, more frequent relationally aggressive messages, and more awkward social interactions. Thus, even when not accompanied by significant oppositional behavior, ADHD was significantly associated with lower levels of social competence in girls. Because girls were not taking medication at the time of the lab assessment, the degree to which these differences might be alleviated by medication treatment is not clear.
One apparently paradoxical finding was that girls with ADHD only showed more frequent relationally aggressive messages than girls in the control group, but these messages were rated as being less intense. They also engaged in less rumor spreading than girls in the control group. {4}To explain these apparently contradictory results, the authors suggest that relational aggression that involves planning and organizational skills (e.g., gossiping and spreading rumors to damage another child's reputation) may be less common in girls with ADHD because they lack the planning and executive functioning skills that this behavior requires. Thus, they may have been less able to generate the kinds of rumors about peers that were judged to be of an intense nature. {5}
If, however, relational aggression takes the form of a rash and angry response to a conflict, girls with ADHD may engage in more of it than other girls because of their greater tendency to act impulsively.{6} Future research should thus look more closely at the type of relational aggression that girls with ADHD tend to display. {7}
The authors also call attention to the findings pertaining to socially awkward behavior, something that has not been examined in prior research. They suggest that the inattentive nature of ADHD can make it difficult for children to accurately track ongoing conversational exchance, and may explain why girls with ADHD sent more tangential and awkwardly appearing messages.
In summary, results from this interesting study add to current knowledge of the social difficulties of girls with ADHD by highlightng a pattern of social behavior that includes higher rates of relational aggression, reduced prosocial behavior, and higher rates of socially awkward behavior. When accompanined by ODD, increase in overt aggression are also prominent. As with all studies in which children with ADHD are compared to other children, it is important to recognize that not all children in the ADHD group displayed the behavioral deficits and excesses that were found to characterize the group as a whole.{8}
__________________________________________________ ________________________
{1}Okay I am dyslexic and the English in this part is confusing to me, were a majority of the girls combined or inattentive? The world may never know.
{2} Let not pass up the notation here that this study began with a lie. . . I hate lying it is so dishonest. I am to be getting honest result from those who begin with dishonestly {okay what ever}
{3} Gee could it be we socialize better when moving - duh. . .how many years did this take to figure out {geez}
{4} So ADD girls didn't spread as many rumors as those who were NT/ they weren't as vicious about the relational aggression as non-ADD girls = This is a deficit. . . .gee what the world needs is more of this deficit.
{5} Yet to show the bias of science - remember this is closer to first hand than the subsequent articles produced which will of coarse add more bias. . . .it couldn't be rumors and gossip are unhealthy activities and the ADD children are closer to being functional? Oh no that would screw up trhe entire system. . . :eek: . .Naturally they blame it on attentional planning issues . . . goes to show you no amount of schooling can teach common sense. . . . which dictates gossiping is un-healthy and basically dysfunctional activity.
{6} The other perception is ADD girl are more likely to tell you like it is and less likely to BS with moronic mind games. . . . again society could use more of this "abnormality" The fact that gossip is considered pro-social should be cause of more concern that ADD girls being "impulsively honest"
Also note worth in italics is that only inattentive symptoms were associated with awaked social statements not impulsivity. . . yet conclusions tend to not differient this. . . .Again the dyslexic brain goes wtf. . . . . .man in white coat speaks with non-sense logic.
{7} May be the money could be better spent to try and figure out why gossip and malicious behavior is considered "pro-social" or even normal.
{8} Would a fair conclusion be only a few of the ADD children displayed the characteristics we are basing our conclusion on? , . . . . Huh :confused: if this isn't some thing seen in the majority of ADD children behavior the importance of this study would be ???? I thought I was dysfunctional
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
This concludes another research study alternative commentary by a dyslexic ADDer . . . . with a brain who does not believe any thing much less every thing claimed by main stream . . . . . too much bias for my taste.
Maybe I should have put this in the scientific area. . .maybe not I shall think about it and possible move it later. . . .Hmmmm is this general ADD or scientific ADD or generally scientific ADD, Crud, I really suck at categories. . .thank God for Highfunctioning.
Source of origin as usual they want money (http://www.ingentaconnect.com/content/klu/jacp/2007/00000035/00000002/00009076)
Yes I cheated. . .in through the out door my favorite ,.but legally of coarse thus the long introduction. Just think movie credits and you'll be fine. I always give proper credit to the studies I choose to pick apart. . . .I am after all a critic with morals.
Below is a partial of one of the studies I received with this months {maybe it was last months} subscription. So I do not disrupt the flow of the article any more than I already have I have underlined the parts of interest and placed a number next to that portion My comments about that area appear below and are corresponding according to numbers. Clear as mud right. . . . now for that medication effectiveness testing.
.
__________________________________________________ ______________________
Participants were 40 9- to 12- year old girls diagnosed with ADHD and 40 comparison girls without ADHD. Among the girls with ADHD, 22 met criteria for the combined type of ADHD (i.e., they had high rates of both inattentive and hyperactive-impulsive symptoms) while the remained were diagnosed with the inattentive type of ADHD (i.e., high rates of inattentive symptoms only). Twenty-two of the girls with ADHD also met criteria for a diagnosis of Oppositional Defiant Disorder. Almost all of these girls were from the ADHD Combined type group; the vast majority of girls with ADHD only were of the inattentive type. {1}
The researchers were interested in comparing the levels of prosocial and aggressive behavior of girls with and without ADHD and they used a variety of measures to do this. Before summarizing these measures, it is important to note that they chose to examine 2 types of aggression: overt aggression and relational aggression.
Overt aggression is the type of aggression that tends to be common among boys and involves physically aggressive behavior, intimidation, and threats. This is the type of aggression that boys employ to bully others and establish themselves in the dominance hierarchy.
Relational aggression, in contrast, refers to behaviors that are intended to harm or disrupt the victims' relationships with peers and is evident in gossiping or social exclusion. A child is engaging in relational aggression when she/he spreads rumors about a peer to damage that peer's social reputation, attempts to turn others against a peer, or deliberately excludes a child from social activities. Although the evidence remains somewhat equivocal, there are indications that relational aggression is more common among school age girls than boys, perhaps because girls tend to place greater value on intimacy and group belongingness. In contrast to overt aggression, relational aggression is more subtle and difficult to observe, and is therefore less accessible to parents and teachers.
Observational Measure - The unique aspect of this study was the use of an clever paradigm to collect observational data on girls' aggressive and prosocial behavior. Girls were brought into the lab and given the choice to play a computer game called the "Girls Club!". Each girl was told that the game was developed for girls their age to play with each other and that she would be playing on-line with 2 other girls who were in other rooms and who she would meet at the end of the game. In reality, however, no other girls would be playing; instead, the moves and comments (see below) of the "other" players were simulated and pre-programmed to be the same for every participant.{2}
As noted above, all moves and dice rolls were predetermined by the computer. The participant always "won the game" and was appointed "Girl's Club President". This gave her the right to make decisions about her "co-players" that each girl was told would be provided to future presidents to aid in their selection of who to play with. Thus, each girl could indicate who to include or exclude in future games and could provide information about what the other girls were like and how good a friend they would be. This provided an opportunity to assess overtly aggressive and relationally aggressive comments. Girls were led to believe that the ratings of their peers collected after the game would not be shared with the other players.
Messages that girls sent at the Chat Centers, as well as the comments about other girls that were collected after the game, were coded into the following categories:
Overt Aggression - harmful/destructive messages that threatened, bossed or taunted; e.g., "shut up", "Ha, Ha, look like you lost!"
Relational Aggression - harmful/destructive messages that manipulated the victim's relationship with another player; e.g., "Don't tell her but I don't like her very much, do you?"
Prosocial - skilled and friendly messages; e.g., good game to everyone," "I really like playing with you guys.
Awkward - comments that were out of synch with social expectations; e.g., out-of-the-blue comments that did not fit into the flow of normal social exchange such as "I like fish," "Volleyball is a fun sport".
All messages were coded into 1 of these 4 mutually exclusive categories and the number of messages in each category was tallied to create a score in that category for each participant. In addition to this coding, the intensity of each message was rated on a 1 to 5 scale. For example, in the overt aggression category, the message "I'm going to win!" would receive a score of 1 while the message "I'm going to spit on you!" would receive a score of 5. Intensity scores were averaged within each category.
Results -
Overt Aggression - Comparisons between girls with ADHD+ODD, ADHD only, and control girls for overt aggression were made for parent and teacher ratings as well as for the messages sent in the computer game. On all 4 measures, girls with ADHD+ODD were more aggressive than girls with ADHD alone who, in turn, were more aggressive than girls in the control group.
Relational Aggression - According to mothers' reports, girls with ADHD+ODD displayed higher rates of relational aggression than girls with ADHD alone, and girls with ADHD alone were seen as more relationally aggressive than girls in the control group. For teacher ratings, girls with ADHD+ODD were more aggressive than girls in both other groups who did not differ significantly from each other.
On the lab task, girls in the control group sent fewer relationally aggressive messages than both groups of girls with ADHD. However, the intensity of the relationally aggressive messages was actually higher for girls in the control group than for girls with ADHD alone. After being appointed "president" girls with ADHD+ODD were more prone to suggest excluding peers from future games than girls in the other groups. For rumor spreading, girls with ADHD only spread significantly fewer rumors than girls in the control group.
Prosocial Behavior - According to mothers' reports, girls with ADHD+ODD were less prosocial than girls with ADHD alone, who, in turn, were seen as less prosocial than girls in the comparison group. Teachers reported that girls with ADHD+ODD were less prosocial than girls in both other groups, who did not differ significantly from each other.
On the simulated computer game, both groups of girls with ADHD sent fewer prosocial message than girls in the control group.
Awkward Behavior - Interestingly, girls with ADHD alone were judged to send more socially awkward messages than girls in the other two groups. The intensity of their "awkwardness" was also judged to be higher.
** The Contribution of ODD symptoms, hyperactive-impulsive symptoms, and inattentive symptoms to girls' social behavior **
As a supplementary analysis, the authors examined the relative contribution of 3 types of symptoms - oppositional behavior, hyperactivity, and inattention - to the different types of social behavior rated in the study.
Girls' level of overt aggression was related to their ODD symptoms and hyperactive-impulsive symptoms, but not to their level of inattentive symptoms. Findings for girls' relational aggression were more mixed, with ODD, hyperactive, and inattentive symptoms all predicting relational aggression
Girls who were higher in ODD symptoms were seen as less prosocial by mothers, teachers, and in the lab task. Hyperactivity was related too less prosocial behavior only during the lab task, and inattention was not related to prosocial behavior on any of the measures.{3}
Finally, for awkward behavior in the lab task, only inattentive symptoms emerged as a significant predictor.
Summary and Implications -
Results from this study indicate that girls with ADHD+ODD were more overtly and relationally aggressive and less prosocial than girls without either disorder, with girls having ADHD only falling in between these girls and girls without ADHD.
It was especially noteworthy that compared to girls in the control group, girls with ADHD only showed less frequent prosocial behavior, more overt aggression, more frequent relationally aggressive messages, and more awkward social interactions. Thus, even when not accompanied by significant oppositional behavior, ADHD was significantly associated with lower levels of social competence in girls. Because girls were not taking medication at the time of the lab assessment, the degree to which these differences might be alleviated by medication treatment is not clear.
One apparently paradoxical finding was that girls with ADHD only showed more frequent relationally aggressive messages than girls in the control group, but these messages were rated as being less intense. They also engaged in less rumor spreading than girls in the control group. {4}To explain these apparently contradictory results, the authors suggest that relational aggression that involves planning and organizational skills (e.g., gossiping and spreading rumors to damage another child's reputation) may be less common in girls with ADHD because they lack the planning and executive functioning skills that this behavior requires. Thus, they may have been less able to generate the kinds of rumors about peers that were judged to be of an intense nature. {5}
If, however, relational aggression takes the form of a rash and angry response to a conflict, girls with ADHD may engage in more of it than other girls because of their greater tendency to act impulsively.{6} Future research should thus look more closely at the type of relational aggression that girls with ADHD tend to display. {7}
The authors also call attention to the findings pertaining to socially awkward behavior, something that has not been examined in prior research. They suggest that the inattentive nature of ADHD can make it difficult for children to accurately track ongoing conversational exchance, and may explain why girls with ADHD sent more tangential and awkwardly appearing messages.
In summary, results from this interesting study add to current knowledge of the social difficulties of girls with ADHD by highlightng a pattern of social behavior that includes higher rates of relational aggression, reduced prosocial behavior, and higher rates of socially awkward behavior. When accompanined by ODD, increase in overt aggression are also prominent. As with all studies in which children with ADHD are compared to other children, it is important to recognize that not all children in the ADHD group displayed the behavioral deficits and excesses that were found to characterize the group as a whole.{8}
__________________________________________________ ________________________
{1}Okay I am dyslexic and the English in this part is confusing to me, were a majority of the girls combined or inattentive? The world may never know.
{2} Let not pass up the notation here that this study began with a lie. . . I hate lying it is so dishonest. I am to be getting honest result from those who begin with dishonestly {okay what ever}
{3} Gee could it be we socialize better when moving - duh. . .how many years did this take to figure out {geez}
{4} So ADD girls didn't spread as many rumors as those who were NT/ they weren't as vicious about the relational aggression as non-ADD girls = This is a deficit. . . .gee what the world needs is more of this deficit.
{5} Yet to show the bias of science - remember this is closer to first hand than the subsequent articles produced which will of coarse add more bias. . . .it couldn't be rumors and gossip are unhealthy activities and the ADD children are closer to being functional? Oh no that would screw up trhe entire system. . . :eek: . .Naturally they blame it on attentional planning issues . . . goes to show you no amount of schooling can teach common sense. . . . which dictates gossiping is un-healthy and basically dysfunctional activity.
{6} The other perception is ADD girl are more likely to tell you like it is and less likely to BS with moronic mind games. . . . again society could use more of this "abnormality" The fact that gossip is considered pro-social should be cause of more concern that ADD girls being "impulsively honest"
Also note worth in italics is that only inattentive symptoms were associated with awaked social statements not impulsivity. . . yet conclusions tend to not differient this. . . .Again the dyslexic brain goes wtf. . . . . .man in white coat speaks with non-sense logic.
{7} May be the money could be better spent to try and figure out why gossip and malicious behavior is considered "pro-social" or even normal.
{8} Would a fair conclusion be only a few of the ADD children displayed the characteristics we are basing our conclusion on? , . . . . Huh :confused: if this isn't some thing seen in the majority of ADD children behavior the importance of this study would be ???? I thought I was dysfunctional
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
This concludes another research study alternative commentary by a dyslexic ADDer . . . . with a brain who does not believe any thing much less every thing claimed by main stream . . . . . too much bias for my taste.
Maybe I should have put this in the scientific area. . .maybe not I shall think about it and possible move it later. . . .Hmmmm is this general ADD or scientific ADD or generally scientific ADD, Crud, I really suck at categories. . .thank God for Highfunctioning.