An Investigation of Variables Which Predict Social Skills Functioning in Children With Attention Deficit Hyperactivity Disorder.

The focus of this paper was on defining variables associated with social skills of children diagnosed with Attention-deficit Hyperactivity Disorder, as currently defined in the DSM-III-R. Sixty-six boys aged six through 10 participated in the study. Diagnosis of ADHD was made by a licensed psychologist in a private practice setting. Each student was administered the Wechsler Intelligence Scale for Children-Revised and the Kaufman Test of Educational Achievement. The primary teacher of each student completed the Matson Evaluation of Social Skills with Youngsters (MESSY), the Social Skills Rating System-Teacher Form (SSRS-T), the Revised Conner\u27s Teacher Rating Scale (CTRS-R), the IOWA Conner\u27s Teacher Rating Scale (IOWA), and the Swanson, Nolan, and Pelham (SNAP) Checklist. Correlational analyses supported hypotheses that scores on the social skills measures were related significantly to measures of inattention, impulsivity, inattention, aggression, and academic achievement. Regression analyses were performed in order to determine a parsimonious model which would account for the relationship between symptoms of ADHD, aggression, academic competence and social skills functioning. The results of these analyses are discussed along with the relevancy of the findings in relation to suggestions for future research