The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?. Issue 8 (June 2018)

• Record Type: Journal Article
• Authors: Goulardins, Juliana B.; Rigoli, Daniela; Loh, Pek Ru; Kane, Robert; Licari, Melissa; Hands, Beth; Oliveira, Jorge A.; Piek, Jan
• Is Part Of: Journal of attention disorders. Volume 22:Issue 8(2018)
• Page Start: 796
• Page End: 805
• Publication Date: 2018-06
• Subjects: ADHD -- social skills -- motor performance; Attention-deficit hyperactivity disorder -- Periodicals; Attention -- Periodicals; 616.8589
• DOI: 10.1177/1087054715580394
• Languages: English
• ISSNs: 1087-0547

Abstract

Objective: This study investigated the relationship between motor performance; attentional, hyperactive, and impulsive symptoms; and social problems. Correlations between parents' versus teachers' ratings of social problems and ADHD symptomatology were also examined.Method: A total of 129 children aged 9 to 12 years were included. ADHD symptoms and social problems were identified based on Conners' Rating Scales–Revised: L, and the McCarron Assessment of Neuromuscular Development was used to assess motor skills.Results: After controlling for ADHD symptomatology, motor skills remained a significant predictor of social problems in the teacher model but not in the parent model. After controlling for motor skills, inattentive (not hyperactive-impulsive) symptoms were a significant predictor of social problems in the parent model, whereas hyperactive-impulsive (not inattentive) symptoms were a significant predictor of social problems in the teacher model.Conclusion: The findings suggested that intervention strategies should consider the interaction between symptoms and environmental contexts.