Influence of anxiety on the social functioning of children with and without ADHD.
OBJECTIVE
This investigation examined the contribution of anxiety to the social functioning of children with and without ADHD.


METHODS
Participants were 62 children with ADHD (ages 6-10 years and 68% boys) and 62 age- and sex-matched comparison children. Children's social functioning was measured through parent and teacher reports, observations of social behaviors during a lab-based playgroup with previously unacquainted peers, and peer nominations during that lab-based playgroup.


RESULTS
Anxiety symptoms incrementally predicted adult-informant reports of poorer social functioning after controlling for demographic covariates, ADHD status, and oppositional-defiant disorder (ODD) status. However, anxiety was not associated with peer nominations received at the playgroup. There were some indications that anxiety may have greater influence on the functioning of comparison children relative to children with ADHD or ODD.


CONCLUSIONS
Anxiety may contribute to the peer problems of children both with and without ADHD.
Mikami
Amori Yee
AY
University of Virginia, Charlottesville, USA. mikami@virginia.edu
Ransone
Megan L
ML
Calhoun
Casey D
CD
D001007:Anxiety / Q000523:psychology*; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology*; D002648:Child; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D010988:Play and Playthings; D012917:Social Adjustment; D012919:Social Behavior