Children with ADHD and behavioral problems in interaction with mothers and teachers

Abstract

Although the literature is extensive on the topic of ADHD, little is known about the interactions in different contexts. The objective was to describe the social interactions established between mothers-children and teachers-students regarding the establishment of limits, promotion of affection and communication, considering the report of positive and negative practices of educators and behavior problems and social skills of children,in a contingent manner. As a specific objective, we described the problems in comorbidity, based on the reports of mothers and teachers. Data from seven children were collected using the following instruments: Roteiro de Entrevista de Habilidades Sociais Educativas para Pais e Professores (RE-HSE-P; RE-HSE-Pr), Questionário de Respostas Socialmente Habilidosas para Pais e para Professores (QRSH-Pais, QRSH-Pr), Child Behavior Checklist (CBCL), and Teachers Report Form (TRF). It was found that: children encountered more difficulties at school than in the family; mothers used more negative and less positive practices than teachers; mothers were more affectionate; and teachers set limits more skillfully. From the description of the interactions in the family and school, it is evident the need for differentiated interventions in both interactional contexts, in order to improve their quality, promoting social skills and reducing interpersonal difficulties.