Goulardins, Juliana, Rigoli, Daniela, Loh, Pek Ru, Kane, Robert, Licari, Melissa, Hands, Beth, Oliveira, Jorge A., and Piek, Jan Piek (2018) The relationship between motor skills, social problems, and ADHD symptomatology: does it vary according to parent and teacher report? Journal of Attention Disorders, 22 (8). pp. 796-805.

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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.

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