Comportement de refus scolaire et compétences sociales chez les enfants atteints de trouble du déficit de l'attention avec hyperactivité

Titre original en anglais : School Refusal Behaviour and Social Skills in Children with Attention-Deficit/hyperactivity Disorder

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Mebostad, M. I., Orm, C., Orm, S., & Nordahl-Hansen, A. (2024). School Refusal Behaviour and Social Skills in Children with Attention-Deficit/hyperactivity Disorder. International Journal of Disability, Development and Education, 72(2), 235-246. https://doi.org/10.1080/1034912x.2024.2355340

Date de publication: 24/05/2024 Ajout dans AutiHub: 20/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Mette I. Mebostad
  2. Cathrine Orm
  3. Stian Orm *
  4. Anders Nordahl-Hansen

Résumé

Les enfants atteints de trouble du déficit de l'attention avec hyperactivité (TDAH) présentent un absentéisme scolaire plus élevé et des compétences sociales plus faibles que les enfants au développement typique. Les objectifs de cette étude étaient d'examiner (1) quelles formes de comportement de refus scolaire (CRS) sont les plus fréquentes et (2) la relation entre le CRS et les compétences sociales chez les enfants atteints de TDAH. Les parents (N = 96) d'enfants atteints de TDAH (âge M = 12,4, étendue 10–15, 61,5 % de garçons) ont rempli la School Refusal Assessment Scale – Revised et le Social Skills Improvement System. Les résultats ont été analysés à l'aide d'analyses de variance, d'analyses corrélationnelles et d'analyses de régression multiple. Les formes les plus fréquentes de CRS étaient l'évitement de situations aversives à l'école et la recherche d'attention de la part de personnes importantes. Des corrélations significatives entre différentes formes de CRS et l'engagement, les traits autistiques, les compétences de coopération et l'autocontrôle ont été observées. Un engagement moindre prédisait significativement davantage de CRS dus à l'évitement de situations aversives, à l'évitement de situations sociales et à la recherche d'attention de la part de personnes importantes dans les analyses de régression multiple. Cibler l'engagement social dans l'entraînement aux compétences sociales pour les enfants atteints de TDAH pourrait réduire le CRS.

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) have higher school absenteeism and poorer social skills compared with typically developing children. The objectives of this study were to investigate (1) which forms of school refusal behaviour (SRB) are more common and (2) the relationship between SRB and social skills in children with ADHD. Parents (N = 96) of children with ADHD (M age = 12.4, range 10–15, 61.5% boys) completed the School Refusal Assessment Scale – Revised and the Social Skills Improvement System. Findings were analysed using analysis of variance, correlational analyses, and multiple regression analyses. The most common forms of SRB were avoidance of aversive situations at school and seeking attention from significant others. Significant correlations between different forms of SRB and engagement, autistic traits, cooperation skills, and self-control were found. Less engagement significantly predicted more SRB due to avoidance of aversive situations, avoidance of social situations, and seeking attention from significant others in multiple regression analyses. Targeting social engagement in social skills training for children with ADHD may decrease SRB.

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48
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43
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172
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172
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0
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0
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1
13 / 172 (7,6 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 159 / 172 (92,4 %) noms ne sont pas encore associés.
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Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 0 / 13 (0,0 %). Personnes distinctes identifiées comme autistes : 0 / 157 (0,0 %).
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