{"id":2223,"date":"2015-03-11T12:22:38","date_gmt":"2015-03-11T04:22:38","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=2223"},"modified":"2015-03-11T12:22:58","modified_gmt":"2015-03-11T04:22:58","slug":"school-and-family-adaptation-of-children-in-special-special-education-a-comparison-between-children-with-attention-deficithyperactivity-disorder-adhd-and-children-with-comorbid-adhd-and-conduct-di","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=2223","title":{"rendered":"School and Family Adaptation of Children in Special Special Education: A Comparison between Children with Attention-Deficit\/Hyperactivity Disorder (ADHD) and Children with Comorbid ADHD and Conduct Disorder"},"content":{"rendered":"

Ming-Fu Tsai<\/strong>
\nDepartment of Special Education National Kaohsiung Normal University<\/p>\n

Attention-deficit\/hyperactivity disorder (ADHD) and Conduct disorder (CD) are common psychological disorders in children. The main purpose of the present study was to investigate the differences in school and family adaptation of 6-to 15-year old children with ADHD, children with comorbid ADHD and CD, and normal children. Two-hundred and ten-children diagnosed with ADHD (112 of whom were diagnosed with ADHD, and 98 of whom were diagnosed with both ADHD and ) were recruited. Teachers and parents of the children filled out the Student Adaptive Behavior Scale, which was used to assess children\u2019s school and family adaptation. Results indicated that in comparison to the control group, more problems with school adaptation (academics, interpersonal relationship, activity, communication, group and overall adaptation) and family adaptation (home life, interpersonal relationships, activities, communication, self-directing, and overall adaptation) were found for both the ADHD-only group and the comorbid ADHD and CD group in addition, the comorbid ADHD and CD group was found to do worse than the ADHD-only group on the group adaptation aspect of school adaptation, as well as the home life, interpersonal relationship, activities, self-directing, agree that difficulties with school and family adaptation. Teachers reported no significant difference between ADHD-only and comorbid ADHD and CD in school adaptation. (with the exception of group adaptation), and parents of children with comorbid ADHD and CD reported more problems with family adaptation (with the exception of communication adaptation).<\/p>\n

Keywords: ADHD, conduct disorder, school adaptation, family adaptation<\/p>\n","protected":false},"excerpt":{"rendered":"

Ming-Fu Tsai Department of Special Education National K …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[138],"tags":[],"class_list":["post-2223","post","type-post","status-publish","format-standard","hentry","category-138"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t