Article
The relationship between motor skills, social problems, and ADHD symptomatology: does it vary according to parent and teacher report?
Journal of Attention Disorders
(2015)
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.
Disciplines
Publication Date
2015
DOI
10.1177/1087054715580394
Citation Information
Goulardins, J., Rigoli, D., Loh, P., Kane, R., Licari, M., Hands, B., Oliveira, J., and Piek, J. (2015). The relationship between motor skills, social problems, and ADHD symptomatology: does it vary according to parent and teacher report? Journal of Attention Disorders. DOI: 10.1177/1087054715580394