The Effects of Individual Differences in Symptomatology, Internalizing Behaviors, and Cognitive Ability on Social Functioning in Children and Adolescents Clinically Diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD)
Faculty Mentor
Caroline Clauss-Ehlers
Major/Area of Research
Clinical Psychology
Description
INTRODUCTION: Research on Attention-Deficit/Hyperactivity Disorder (ADHD) often links ADHD to social problems, overlooking individual differences within subjects.
METHOD: This study examined the relationship between hyperactivity/impulsivity (H/I) symptoms and social problems, exploring anxious/depressed symptoms as a mediator, cognitive abilities (Full-Scale Intelligence Quotient; FSIQ) as a moderator, and sex as a covariate. Secondary analysis was conducted on children aged 6–18 diagnosed with ADHD at the University of Michigan, using data from the Conners Parent Rating Scales, Wechsler Intelligence Scale for Children, and Child Behavior Checklist.
RESULTS: Results showed that anxious/depressed symptoms mediated the relationship between H/I symptoms and social problems, explaining 64% of the variance. Sex significantly influenced social problems but did not affect anxious/depressed symptoms. FSIQ moderated the H/I-social problems relationship at low and medium levels, where significant effects were observed. At high FSIQ levels, no significant effects were found, suggesting a potential buffering role of higher cognitive abilities. However, the overall moderation effect was non-significant, warranting cautious interpretation.
CONCLUSION: These findings underscore the role of emotional and cognitive factors in shaping social outcomes in ADHD. Future research should focus on specific cognitive domains to further elucidate their impact on ADHD-related social difficulties.
The Effects of Individual Differences in Symptomatology, Internalizing Behaviors, and Cognitive Ability on Social Functioning in Children and Adolescents Clinically Diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD)
INTRODUCTION: Research on Attention-Deficit/Hyperactivity Disorder (ADHD) often links ADHD to social problems, overlooking individual differences within subjects.
METHOD: This study examined the relationship between hyperactivity/impulsivity (H/I) symptoms and social problems, exploring anxious/depressed symptoms as a mediator, cognitive abilities (Full-Scale Intelligence Quotient; FSIQ) as a moderator, and sex as a covariate. Secondary analysis was conducted on children aged 6–18 diagnosed with ADHD at the University of Michigan, using data from the Conners Parent Rating Scales, Wechsler Intelligence Scale for Children, and Child Behavior Checklist.
RESULTS: Results showed that anxious/depressed symptoms mediated the relationship between H/I symptoms and social problems, explaining 64% of the variance. Sex significantly influenced social problems but did not affect anxious/depressed symptoms. FSIQ moderated the H/I-social problems relationship at low and medium levels, where significant effects were observed. At high FSIQ levels, no significant effects were found, suggesting a potential buffering role of higher cognitive abilities. However, the overall moderation effect was non-significant, warranting cautious interpretation.
CONCLUSION: These findings underscore the role of emotional and cognitive factors in shaping social outcomes in ADHD. Future research should focus on specific cognitive domains to further elucidate their impact on ADHD-related social difficulties.