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Additional resources for Attention Deficit Hyperactivity Disorder: Concepts, Controversies, New Directions (Medical Psychiatry)
Similarly, Diener and Milich (12) discovered that providing boys with ADHD with positive feedback that was supposedly from a peer partner in a laboratory interaction task served the function of reducing overly positive performance evaluations on the part of the boys with ADHD to a more realistic level. However, evidence regarding the validity of the self-protective hypothesis has been inconsistent across domains. Ohan and Johnston (36) also presented their ADHD and control sample with an academic task.
The presence or absence of deficits in processing speed affects academic accommodations. Individuals with ADHD and processing speed deficits require extra time for tests, and this accommodation is increasingly being provided by schools and outside testing agencies. In addition, individuals with ADHD who have working memory deficits may need additional time to reread passages to ensure comprehension and may also require extra time for adequate performance. Individuals with comorbid emotional or self-esteem issues may benefit from psychotherapy in addition to other treatment modalities.
The self-protective hypothesis, however, implies that clinicians and parents may need to praise the successes of children with ADHD and downplay their failures. Taking this tactic may permit positive illusory children with ADHD to relax their defenses, evaluate their competence more realistically, and therefore perhaps understand the necessity of change. Finally, accepting Kruger and Dunning’s (37) explanation of positive Self-Esteem and Self-Perceptions in ADHD 37 illusions as the inevitable consequence of incompetence implies that teaching positive illusory children to become competent in their domains of greatest deficit may ameliorate positive illusory self-perceptions.