Predictors of teacher-rated social problems in children with ADHD and children with LD.

The present study investigates the incremental effects of attention problems, externalizing and internalizing problems and stressful life events in predicting teacher-rated social problems in children with ADHD, and separately, in children with LD. Multiple hierarchical regression models determined...

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Main Authors: Lim, Jing Han., Tiong, Joan., Lee, Deborah., Yip, Vania.
Other Authors: Ang Pei-Hui, Rebecca
Format: Final Year Project
Language:English
Published: 2011
Subjects:
Online Access:http://hdl.handle.net/10356/44823
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-448232019-12-10T12:17:15Z Predictors of teacher-rated social problems in children with ADHD and children with LD. Lim, Jing Han. Tiong, Joan. Lee, Deborah. Yip, Vania. Ang Pei-Hui, Rebecca School of Humanities and Social Sciences DRNTU::Social sciences::Psychology The present study investigates the incremental effects of attention problems, externalizing and internalizing problems and stressful life events in predicting teacher-rated social problems in children with ADHD, and separately, in children with LD. Multiple hierarchical regression models determined the unique contribution of each predictor with the order arranged accordingly to its theoretical importance to social impairment. Preliminary analysis indicated that children with ADHD did not suffer significantly more social problems than children with LD. For children with ADHD, externalizing and internalizing problems each contributed uniquely to social impairment. However, stressful life events was not a significant predictor. For children with LD, only internalizing problems and stressful life events contributed uniquely to social impairment, externalizing problems was not a significant predictor. Bachelor of Arts 2011-06-06T03:11:55Z 2011-06-06T03:11:55Z 2011 2011 Final Year Project (FYP) http://hdl.handle.net/10356/44823 en Nanyang Technological University 47 p. application/pdf
institution Nanyang Technological University
building NTU Library
country Singapore
collection DR-NTU
language English
topic DRNTU::Social sciences::Psychology
spellingShingle DRNTU::Social sciences::Psychology
Lim, Jing Han.
Tiong, Joan.
Lee, Deborah.
Yip, Vania.
Predictors of teacher-rated social problems in children with ADHD and children with LD.
description The present study investigates the incremental effects of attention problems, externalizing and internalizing problems and stressful life events in predicting teacher-rated social problems in children with ADHD, and separately, in children with LD. Multiple hierarchical regression models determined the unique contribution of each predictor with the order arranged accordingly to its theoretical importance to social impairment. Preliminary analysis indicated that children with ADHD did not suffer significantly more social problems than children with LD. For children with ADHD, externalizing and internalizing problems each contributed uniquely to social impairment. However, stressful life events was not a significant predictor. For children with LD, only internalizing problems and stressful life events contributed uniquely to social impairment, externalizing problems was not a significant predictor.
author2 Ang Pei-Hui, Rebecca
author_facet Ang Pei-Hui, Rebecca
Lim, Jing Han.
Tiong, Joan.
Lee, Deborah.
Yip, Vania.
format Final Year Project
author Lim, Jing Han.
Tiong, Joan.
Lee, Deborah.
Yip, Vania.
author_sort Lim, Jing Han.
title Predictors of teacher-rated social problems in children with ADHD and children with LD.
title_short Predictors of teacher-rated social problems in children with ADHD and children with LD.
title_full Predictors of teacher-rated social problems in children with ADHD and children with LD.
title_fullStr Predictors of teacher-rated social problems in children with ADHD and children with LD.
title_full_unstemmed Predictors of teacher-rated social problems in children with ADHD and children with LD.
title_sort predictors of teacher-rated social problems in children with adhd and children with ld.
publishDate 2011
url http://hdl.handle.net/10356/44823
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