Effects of videotaped peer interactions on the behavior of hyperactive, hyperactive-aggressive, and comparison boys
Abstract
Aggressive behavior is stable over time, has adverse social, academic, and vocational outcomes, and is a daily problem for teachers, parents, and peers. This study assessed response-intensity as a major contributing factor in the learning and maintenance of aggressive responses for hyperactive and hyperactive-aggressive (ADHD) children. A sample of 13 hyperactive, 11 hyperactive-aggressive, and 24 normal comparison boys viewed a treatment videotape showing either intense peer-response to aggression or intense peer-response to pro-social behavior. A randomized control-group pretest-posttest design was used to assess three levels of group (hyperactive, hyperactive-aggressive, and comparison boys), and two levels of treatment (intense peer-response to aggression, intense peer-response to pro-social behavior) in Solitary and Social Play contexts. An ANCOVA using baseline data as a covariate was applied to the behavioral data in each context to assess the hypotheses that (a) ADHD boys would be more aggressive and/or less pro-social than comparison boys after viewing intense peer-response to aggression, (b) ADHD boys would be less aggressive and/or more pro-social than comparison boys after viewing intense peer-response to pro-social behavior, and (c) activity of ADHD boys and their play partners would be greater than that of normal boys and their play partners in both baseline and after treatment. Results supporting the optimal stimulation and social learning theories indicated ADHD boys differed from comparison boys only after intense peer-response to aggression by demonstrating fewer selections of friendly toys and more negative behavior (e.g., kicking a Bobo doll). Group differences were not found in intense peer-response to pro-social treatment suggesting this treatment normalized the disordered boys' behavior. Related to the above findings, ADHD boys selected more toys classified unfriendly after intense peer-response to aggression than normal boys, relative to the opposite direction of the means of the two groups in the pro-social treatment condition. Nontheoretical findings indicated that during baseline the two hyperactive groups were more active than comparison boys across both contexts. Hyperactive boys differed from hyperactive-aggressive boys only in their choice of more neutral toys and only in the baseline condition. The educational implications of all findings were discussed.
Degree
Ph.D.
Advisors
Zentall, Purdue University.
Subject Area
Special education
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