In this presentation a transdiagnostic approach is used to understand family and peer relationships of children and adolescents with neurodevelopmental disorders (ND) and to describe assessment and intervention strategies. First, the transdiagnostic characteristics (e.g., academic achievement, social skills, self-regulation, mental health) of youth with ADHD, learning disabilities, autism and intellectual disabilities that affect their family and peer relationships are described. Second, research on family resilience, and research showing that parents of ND youth experience high levels of stress that affects family dynamics and that ND youth and their families are differentially susceptible to negative environmental factors (e.g., COVID-19, digital technology) is synthesized. Third, research on peer relationships of ND youth that shows that they are at risk for peer rejection, peer victimization, and difficulties with acquiring friendships is reviewed. The individual (e.g., social skills, self-regulation) and environmental (e.g., inclusive classrooms) factors that predict peer relationships are discussed. Lastly, evidence-based interventions that improve family and peer relationships and directions for assessment, intervention and research are described.
Judy Wiener is Professor Emerita of School and Clinical Child Psychology in the Department of Applied Psychology and Human Development at OISE/University of Toronto. Dr. Wiener has done research on self-perceptions, family and peer relationships of children and adolescents with ADHD and learning disabilities and the efficacy of school-based and mindfulness interventions for these youth. Her primary clinical expertise is assessment and psychosocial interventions with children and adolescents with learning disabilities and ADHD, and immigrants and refugees. Judy was previously President of the International Academy for Research in Learning Disabilities and Chair of the Educational and School Psychology Section of the Canadian Psychological Association. She has received several teaching awards from the University of Toronto and life-time achievement awards from the Canadian Psychological Association and the Section for Psychologists in Education of the Ontario Psychological Association. She has published over 100 book chapters and articles in peer-reviewed journals. She co-authored a book published by Springer Publishers entitled Psychological Assessment of Culturally and Linguistically Diverse Children and Adolescents: A Practitioner's Guide and has recently written and edited a book entitled Family and Peer Relationships of Children and Adolescents with Neurodevelopmental Disorders: Assessment and Intervention that was published by Springer Nature.
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