the researchers aimed to discover the relationship between children with ADHD and conflicts with their peers as well as the role of aggressive behaviors

the researchers aimed to discover the relationship between children with ADHD and conflicts with their peers as well as the role of aggressive behaviors. According to the article, children who exhibit ADHD tend to be rejected by their peers and have a tendency to have low social skills (Zucchettii, 2014). The researchers conducted a study consisting of 334 children between the ages of 8-10 from northwest Italy’s primary school. The participants were given a questionnaire to complete, which took the students about one hour to complete; in addition, the teachers of each classroom were also given a questionnaire to complete which asked them to assess ADHD symptoms of each child (Zucchettii, 2014). The ADHD Rating Scale for Teachers, SDAI, was used in order to assess ADHD symptoms within the participants on a scale of 0-3; with 3 being ADHD symptoms are almost always present within the child. “The SDAI Scale was designed for use in screening, not for clinical diagnosis, and includes 18 items based on the eighteen-item list of ADHD symptoms in the fourth edition of the Diagnostic and Statistic Manual of Mental Disorders” (Zucchettii, 2014).
In addition to assessing ADHD symptoms, aggressive behaviors, emotional and behavioral instability, and best friend conflicts were also assessed. Aggressive behaviors were assessed using a fifteen-item list of behaviors. The list consisted of behavior such as, “Punching, pushing, kicking, etc” where participants would rank on a scale of 1-3 how many times they participated in said behavior; with 1 being almost never and 3 being frequently (Zucchettii, 2014). Emotional and behavioral instability was assessed using a seventeen-item questionnaire which consisted of similar questions to the aggressive questionnaire. For example, participants were asked questions along the lines of “I scream out” “I am not quiet” in order to examine their self-control pertaining to their moods. Again, the 1-3 scale was used in order to rank each statement. Finally, best friend conflicts were assessed using an Italian version of the “Conflict Scale of the Friendship Quality Scale” (Zucchettii, 2014). The participants were asked to rank how they feel about fighting with a best friend, how disagreeing makes them feel, and teasing on a scale of 1, not at all, to 4, very much (Zucchetti, 2014).
According to the study, the results showed that gender differences are significant, showing that boys present ADHD more often than girls. The researchers decided to account for this difference by creating a data table that splits the boys and the girls up according to their acquired data. Based on the data, the researchers confirmed that higher levels of ADHD is correlated to best friend conflicts (Zucchettii, 2014). However, the best friend conflicts in boys were seen with hyperactive symptoms, but not ADHD symptoms. Unlike the boys, the best friend conflicts in girls were seen with ADHD symptoms, but not hyperactive symptoms. In addition, aggressive behaviors and emotional and behavioral instability played a mediating role in best friend conflicts for both boys and girls (Zucchettii, 2014). These results mean that children with ADHD could encounter best friend conflicts if placed under stressful situations, ultimately leading to aggressive and emotional instable behaviors. This article expands on what we discussed in class about aggressive behaviors, and how in order for a behavior to be aggressive it must be intentional. However, this article clarifies that it is not always the case in children with ADHD. A possible explanation is that these children tend to display these aggressive behaviors because of their social cognitive processes that were not fully developed (Zucchettii, 2014).