Resumen

RUSSO, Daiana; ARTEAGA, Florencia; RUBIALES, Josefina  y  BAKKER, Liliana. Social competence and sociometric status school in children diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD). Rev.latinoam.cienc.soc.niñez juv [online]. 2015, vol.13, n.2, pp.1081-1091. ISSN 1692-715X.  https://doi.org/10.11600/1692715x.13237190514.

This study investigates the links between self-perception of social competence in children with ADHD and school sociometric status. The results obtained allow for the development of psychological intervention strategies as well as the design of educational approaches in the classroom to strengthen social interaction for these children. This is a descriptive correlational study with an expo facto design (Montero & León, 2007). The sample consisted of 157 children aged between 8 and 12 years. Two groups were formed, clinical (n = 5) and control (n = 152), paired by age. The Messy questionnaire (Matson, Rotatori & Helsel, 1983) and the Sociometric Test (Moreno, 1962) were administered. Results of the study show that children with ADHD are less assertive than children in the control group and most of the children with ADHD are isolated from their peer group. The study concluded that these children have difficulty establishing bonds with their peers. However, their self-perception of their social skills doesn’t always coincide with their school sociometric status in all cases.

Palabras clave : children; relationships; ADHD; social competence; school sociometric status.

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