Emotional/Behavioural Problems and Functional Impairment in Children with Attention-Deficit/Hyperactivity Disorder

Abstract

Objective: This study aimed to compare the emotional/behavioural problems and functional impairment between early school-age children with attention-deficit/hyperactivity disorder (ADHD) and non-ADHD controls. Factors associated with behavioural problem scores were also evaluated. Methods: Children aged 6 to 10 years who were diagnosed with ADHD based on the Swanson, Nolan and Pelham version IV Scale (SNAP-IV) and the DSM-5 criteria for ADHD were compared with ageand sex-matched controls with negative SNAP-IV results in terms of emotional/behavioural problems (as assessed by the Child Behavioural Checklist) and functional impairment (as assessed by the Strength and Difficulties Questionnaire). Results: 40 children with ADHD and 40 non-ADHD controls with a mean age of 8.40 ± 1.44 years were included. The ADHD group scored significantly higher than controls in terms of all eight subscales of emotional/behavioural problems (p<0.001 to p<0.01). Regarding functional impairment, the ADHD group reported significantly higher scores than controls in terms of total difficulties, conduct problems, and hyperactivity (all p<0.01); and significantly lower prosocial scores (p<0.03). In the multiple linear regression analysis, among the ADHD group, comorbid medical disorders were associated with higher total problem score, internalising behaviour problems score, and externalising behaviour problems score; whereas combined subtype ADHD was associated with higher total difficulties score. Conclusions: Early school-age children with ADHD have more emotional/behavioural problems and functional impairment than non-ADHD controls, and they need further evaluation and intervention for psychosocial functioning, particularly those with comorbid medical disorder or combined subtype ADHD.

Comparative effectiveness of various physical exercise interventions on executive functions and related symptoms in children and adolescents with attention deficit hyperactivity disorder: A systematic review and network meta-analysis

“…With a global prevalence of 5.29 to 7.2%, attention-deficit/ hyperactivity disorder (ADHD) is the most common neurodevelopmental psychiatric disorder in childhood and generally persists into adulthood (1). ADHD is generally characterized by developmentally inappropriate levels of "core symptoms, " including inattention, hyperactivity and impulsivity (2), which affect children's behavior, emotion, and executive functions (EFs) and may lead to multidimensional difficulties in their academic and social abilities (3)(4)(5)(6).…”

The Association between Prosocial Behaviour and Peer Relationships with Comorbid Externalizing Disorders and Quality of Life in Treatment-Naïve Children and Adolescents with Attention Deficit Hyperactivity Disorder

“…Paap et al [25] found a relationship between peer problems and prosocial behaviour in typically developing 7-9 years old children, but ADHD and ODD act as moderator variables, weakening this relationship. Tengsijaritkul and their colleagues [26] examined functional impairments in treated ADHD children and found that they have lower prosocial scores; moreover, their comorbid medical disorders were associated with higher problem scores. Furthermore, in a clinical study, peer problems and prosocial behaviour of methylphenidate treated children with ADHD and children without ADHD were compared [27].…”

“…Additionally, the assessment of prosocial skills and prosocial behavior in treatment naïve children with ADHD can serve as a baseline measurement for monitoring the efficacy of therapies. Although several previous studies have examined the functional impairment in children with ADHD, including such aspects as social functions, peer functioning and prosocial behaviour, the effectiveness of treatment in clinical trials is not filtered out, which is important when we want to evaluate functional impairment [26][27][28]. To our knowledge, there has not been any research conducted which explored prosocial behaviour and peer relationships among treatment naïve children with ADHD, nor are we aware of any research that explored the relationship between prosocial behaviour, peer relationships and quality of life.…”