Abstract
Many children with Attention-Deficit/Hyperactivity Disorder (ADHD) are salient stimuli on the social landscape. They engage in high rates of behaviors that are unexpected, inappropriate, immature, and generally devalued by others. Their intentions may be sound, but their implementations often clash with the setting, the social script, or other people’s activities. Even though interpersonal dysfunction is rarely listed as a core symptom or defining characteristic of ADHD, there is no question that most of these youngsters experience serious problems negotiating their social worlds (Gaub & Carlson, 1997a; Whalen & Henker, 1992). It is almost as though they have failed to master a critical developmental task, one that involves synchronizing one’s own actions and manner with the ongoing flow of social commerce. There is increasing recognition of the critical role of social dysfunction in children with ADHD and speculation that deficits in this domain may persist into adulthood, contributing in diverse ways to the continued interpersonal and occupational difficulties experienced by many individuals with ADHD (see Chapter 12, this volume).
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Henker, B., Whalen, C.K. (1999). The Child with Attention-Deficit/Hyperactivity Disorder in School and Peer Settings. In: Quay, H.C., Hogan, A.E. (eds) Handbook of Disruptive Behavior Disorders. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-4881-2_7
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