| Abstract: | Social interactions between children with Attention-Deficit/Hyperactivity Disorder (AD/HD) and their teachers, peers, and parents are discussed. The extent to which these interactions may be termed problematic may depend on the social skills deficits displayed by this population. Although the general trend in the liternature has been to examine and describe children with deficient social skills, changing the focus to children with AD/HD who are not experiencing these difficulties may prove beneficial. A review of the previous literature is discussed, as well as suggestions for practice and future research needs. |
