Anxiety and Social Skills in Children with High Intellectual Ability and Attention-Deficit/Hyperactivity Disorder
Abstract
The current study investigated the relationship between anxiety and social skills in high intelligent (HI) children with Attention-Deficit/Hyperactivity Disorder (ADHD) aged 8 to 11 years old. Fifteen HI children with ADHD (twice-exceptional) were matched one-to-one on age to children with HI (FSIQ ≥ 120), those with ADHD-C (average intelligence), and typically-developing children. Overall, results indicated no significant differences between self-reported anxiety and social skills; however, ADHD parent-reports of anxiety were significantly higher than typical parent-reports of anxiety. Twice-exceptional self-reports and HI self-reports were significantly lower than their parent’s reports of anxiety. For social skill abilities, twice-exceptional self-reports were significantly higher than their parents’ reports. It was also determined that anxiety was a significant predictor of twice-exceptional children’s social skills. Results of this study suggest that additional research should focus on HI as a possible risk factor for the development of anxiety and poor social skills in children with ADHD.
Description
Keywords
Educational Psychology
Citation
Reed, W. (2013). Anxiety and Social Skills in Children with High Intellectual Ability and Attention-Deficit/Hyperactivity Disorder (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24941