title: Child ADHD severity and positive and negative parenting as predictors of child social functioning: evaluation of three theoretical models.
abstract: OBJECTIVE
  Prior research has established links between child social functioning and both parenting and child ADHD severity; however, research examining the way that these variables work together is lacking. The current article aims to test three possible models (main effects, mediation, and moderation) by which ADHD severity and positive and negative parenting on the part of both mothers and fathers may work together to predict child social functioning.
  
  
  METHODS
  In a combined sample of children ages 5 to 11 with and without ADHD (N = 143), multiple regression was used to assess: (a) the main effects of ADHD severity and of positive and negative parenting by both mothers and fathers on child social skill and aggressive behavior; (b) parenting as a potential mediator of the relation between ADHD severity and child social skill and aggressive behavior; and (c) ADHD severity as a potential moderator of the relation between parenting and child social skill and aggressive behavior dependent variables.
  
  
  RESULTS
  Significant main effects of both ADHD severity and parenting on child social skill and aggression were found. There was some evidence to support parenting (particularly negative parenting) as a mediator of the relation between ADHD severity and child social skill and aggression. There was no evidence of significant moderational effects.
  
  
  CONCLUSIONS
  Parenting and ADHD severity are independently associated with child social skill and aggressive behavior.To the extent that these associations are causal, multimodal treatment targeting both symptom reduction and improved parenting may be especially effective for the treatment of social problems related to childhood ADHD. Furthermore, evidence for parenting as a mediator of the relation between ADHD severity and child outcomes suggests that changes in child symptoms may also improve parenting practices, thus leading to improved child outcomes.
authors.affiliation: Department of Psychiatry, University of California, San Francisco, CA, USA. nina.kaiser@ucsf.edu
authors.forename: Nina M
authors.initials: NM
authors.lastname: Kaiser
authors.forename: Keith
authors.initials: K
authors.lastname: McBurnett
authors.forename: Linda J
authors.initials: LJ
authors.lastname: Pfiffner
mesh_terms: D000374:Aggression / Q000523:psychology; D000704:Analysis of Variance; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D008960:Models, Psychological; D010287:Parent-Child Relations; D016487:Parenting / Q000523:psychology*; D011594:Psychometrics; D012720:Severity of Illness Index; D012919:Social Behavior; D011795:Surveys and Questionnaires