Strengths and Difficulties Regarding Attention Deficit Hyperactivity Disorder: Correlation with Social Responsiveness and Disorder Severity

Abstract

Objective: Children with neurodevelopmental disabilities often experience social difficulties. Children with attention deficit hyperactivity disorder (ADHD) are more likely to experience peer rejection and cognitive, academic, family, and professional difficulties. This investigation aimed to identify the predictors of difficulties faced by children and adolescents with ADHD. Material and Methods: We established ADHD diagnoses based on DSM-5 criteria. Moreover, every participant had a diagnostic evaluation by a child and adolescent psychiatrist using the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS-PL) and a detailed sociodemographic form documented. Parents completed the Turgay DSM IV-Based Child and Adolescent Behavioural Disorders Screening and Rating Scale (T-DSM-IV-S), the Strengths and Difficulties Questionnaire (SDQ), and the Social Responsiveness Scale (SRS) for their children. Results: The study included 99 children, 59 in the ADHD group and 40 in the control group. There was no significant difference between the groups regarding gender and age. The mean scores of T-DSM-IV-S [Attention deficit (AD), Hyperactivity/impulsivity (H/I), Oppositional defiant disorder (ODD), Conduct disorder (CD)], SDQ, and SRS were significantly higher in the ADHD group than in the control group. Among the independent variables in the regression model, SRS total scores significantly predicted SDQ-total (β = 0.238, p = 0.033) and SDQ-emotion (β =0.439, p = 0.001) scores in the ADHD group. Conclusion: Children diagnosed with ADHD may have more receptive deficits in mutual interactions than their peers, which greatly impacts their social behaviors. Early social skills training for social functioning impairments may reduce the condition’s social impact