Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children's peer relations and school performance

Abstract

This study examined the predictive relations from symptoms of Attention-deficit/hyperactivity disorder (ADHD) and executive functioning (EF) to social and school functioning in 112 (62 girls) school children. High levels of teacher and parent ratings of ADHD symptoms at the ages of 8-8 1/2 years, and poor EF measured at the age of 8 1/2, were associated with poor social functioning measured by peer nominations and poor teacher ratings of school functioning at the age of 9 1/2. ADHD symptoms independently predicted social and school functioning, whereas EF independently predicted only school functioning. Interaction effects between ADHD and EF and between EF and gender were found: At high levels of symptoms of inattention, the poorer the EF, the greater the need for special education. At high levels of symptoms of hyperactivity/impulsivity, the poorer the EF, the higher the levels of physical aggression. Girls with poor EF were less accepted by peers than equivalent boys.