Parent-child relationship and behavior problems in children with ADHD
Bibliographic record
Abstract
Objectives: Previous studies have examined the effect of parent–child relationships on conduct problems, but rarely are the mother–child and father–child relationships studied independently. The current study examined parent–child relationships and their connection to comorbid behaviors in children with Attention-Deficit/Hyperactivity Disorder (ADHD). More specifically, this study explored the mother–child and father–child relationship in children with ADHD, with an explicit focus on the aspects of the parent–child relationship that are related to more positive behavioral outcomes.Methods: A sample of 74 children with ADHD (aged 8–11 years) and their mothers (n = 74) and fathers (n = 37) participated in the current study and completed a variety of parenting and behavioral measures. A number of relationship factors, including parent- and child-reported levels of attachment were examined in connection to parental ratings of behavioral outcomes such as defiance, aggression, and conduct problems.Results: Results indicated that different aspects of the parent–child relationship for mothers and fathers were related to ratings of behavioral problems. Relational frustration was found to be a consistent predictor of negative ratings of behavior for both parents, while involvement was a predictor of more positive ratings of behavior for fathers only.Conclusions: A better understanding of the specific aspects of the mother–child and father–child relationship may play a role in helping to understand the link between parent–child relationships and behavioral concerns in children with ADHD. Implications for practice are highlighted with a particular emphasis on strengthening the parent–child bond in families with children with ADHD.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".