Self-Perception and Peer Relationships in a Summer Treatment Program for Children with ASD and/or ADHD

Abstract

The purpose of this study was two-fold. First, to examine perceptions of social and behavioral abilities among children with Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD). Second, to analyze the association between self-perception ratings and social relationships at a Summer Treatment Program among children with ASD and ADHD. Previous literature suggests that youth with ASD and ADHD overreport their competence when compared to other informants. The majority of the research has relied on difference of scores to examine overestimation. Recent research has highlighted methodological limitations to using difference of scores, and has encouraged the use of alternative methodological analysis. The current study examined the relationship between self and counselor ratings of social and behavioral abilities among a sample of 71 children and their teachers. Polynomial regression analysis was used, this method has been recommended by recent research as it provides the opportunity to examine the interaction between child and counselor ratings and predictors. Using a polynomial regression analysis, this study examined the interaction between demographic factors and child and counselor reports. The results of this study demonstrated that the majority of children in this sample over-reported their abilities when compared to counselors. Additionally, within this sample, none of the demographic predictors were significantly associated with child self-perception ratings. To examine the association between child and counselor ratings of social and behavioral abilities and social relationships throughout the STP, data from multiple timepoints was collected. During the first and last week of the summer camp, children were asked to complete a friendship survey that provided information regarding number of received friendship nominations and rejections. Following previous STP research among children with ADHD and ASD friendship research, reciprocal friendships, social preference, and friendship scores were analyzed. Children results demonstrated that during the first week of the program, teacher and child ratings were not significantly associated with any of the social relationships scores. Additionally, during the first week of the STP demographic factors were not significantly associated with child and teacher ratings. Results from the fifth week demonstrated that child self-perception ratings were not associated with any of the friendship predictors, counselor ratings were. Demographic factors were not significantly associated during the fifth week of the program for both child and counselor ratings. Results demonstrated that during the fifth week of the program, counselor ratings were significantly associated with child friendship results. These results demonstrate the importance of including multiple forms of ratings into future research and clinical activities. This study contributes to the literature by being the first to (1) include a sample with both children with ASD and/or ADHD, (2) use a polynomial regression method in a STP setting, (3) study examine social relationships of children with ASD within an STP setting.