Peer
sociometric nominations were collected in the spring of second grade.
There is no reason to suspect that the values of
the sociometric nominations were associated with whether they are missing or not, hence there is no reason to believe that the «missing at random» assumption does not hold.
In sum, existing approaches to improve peer problems in children with ADHD are largely ineffective, in particular when the gold standard outcome of
sociometric nominations are used.
Despite indication that disruptive behaviors as well as prosocial behaviors had improved (particularly for the children receiving both medication and behavioral management as well as medication alone)[63], children with ADHD did not demonstrate improvements in their peer rejection and friendlessness when assessed via
sociometric nominations in their classrooms [65].
Self - reported aggressive and non-aggressive antisocial behavior and classroom - based
sociometric nominations were collected when participants were 10 years old.
Cross-Setting Correspondence in
Sociometric Nominations Among Children With Attention - Deficit / Hyperactivity Disorder.
Not exact matches
One method of obtaining such information is the use of
sociometric ratings and
nominations.