Secondary analysis of baseline data from an RCT examined whether friendship quality differed across boy-boy (n=87), girl-girl (n=44), and mixed-gender (n=18) dyads in 149 children aged 6–11 with ADHD seeking treatment for peer problems, using multi-informant questionnaires and direct observational measures.
Girl-girl dyads showed significantly higher observational positive friendship quality than boy-boy dyads — a robust finding across sensitivity analyses. Questionnaire measures did not consistently separate the two groups, though sensitivity analyses restricted to 'close' or 'best' friends suggested higher child-reported positive friendship quality in girl-girl dyads. Mixed-gender dyads did not differ significantly from either same-gender group.
- Mixed-gender dyad group was small (n=18), leaving comparisons with that group severely underpowered. - Secondary analysis of an RCT not designed to test gender composition effects; findings may not generalize beyond treatment-seeking ADHD samples. - Only baseline data used; no longitudinal follow-up of friendship quality over time.
Girls with ADHD may form friendships of relatively higher observable quality than boys with ADHD — a pattern resembling neurotypical development — suggesting clinicians should not assume girls are uniformly more impaired in this domain. Multi-method, multi-informant assessment (including direct observation, not just questionnaires) is needed to capture friendship quality differences in children with ADHD.
