Attention-Deficit/Hyperactivity Disorder Symptom Dimensions Differentially Predict Adolescent Peer Problems: Findings From Two Longitudinal Studies

Abstract

Introduction: Previous findings that inattention (IA) and hyperactive/impulsive (HI) symptoms predict later peer problems have been mixed. Utilizing two culturally diverse samples with shared methodologies, we assessed the predictive power of dimensionally measured childhood IA and HI symptoms regarding adolescent peer relationships.Methods: A US-based, clinical sample of 228 girls with and without childhood diagnosed attention-deficit/hyperactivity disorder (ADHD; M age = 9.5) was assessed and followed 5 years later. A Norwegian, population-based sample of 3,467 children (53% girls; M age = 8.3) was assessed and followed approximately 4 years later. Both investigations used parent and teacher reports of ADHD symptoms and peer relations. Multivariate regression analyses examined the independent contributions of IA and HI symptoms to later peer problems, adjusting for baseline childhood peer problems. We also examined childhood sex as a potential moderator within the Norwegian sample.Results: Higher levels of childhood HI symptoms, but not IA symptoms, independently predicted adolescent peer problems in the all-female clinical sample. Conversely, higher levels of IA symptoms, but not HI symptoms, independently predicted preadolescent peer problems in the mixed-sex population sample. Results did not differ between informants (parent vs. teacher). Associations between ADHD symptom dimensions and peer problems within the Norwegian sample were not moderated by child sex.Discussion: Differential associations between childhood hyperactive/impulsive and inattention symptoms and adolescent peer problems were found across two diverse samples using a shared methodology. Potential explanations for different findings in the clinical vs. population samples include symptom severity as well as age, sex, and cultural factors. We discuss implications for future research, including the importance of dimensional measures of ADHD-related symptoms and the need for shared methodologies across clinical and normative samples.

Developmental Trajectory of Inattention and Its Association With Depressive Symptoms in Adolescence: Peer Relationships as a Mediator

“…The present findings suggest that inattention trajectory spanning middle childhood and adolescence may be a predictor of adolescent depression via its effect on the quality of peer relationships. Our study adds to the literature in that inattention has been relatively unexplored in relation to peer relationships and depression especially in adolescence (Ahmad et al, 2020;Powell et al, 2020). Furthermore, the direct pathway from inattention trajectory to depressive symptoms, not mediated by peer relationships, was also significant, suggesting that other factors may also explain the association between inattention and depression in youths.…”

Peer functioning difficulties may exacerbate symptoms of attention‐deficit/hyperactivity disorder and irritability over time: a temporal network analysis

“…In our study, we found that physical victimization and peer rejection more strongly predicted inattention, as compared to hyperactivity and irritability. A recent study comparing community‐based and clinical samples has shown differential associations between ADHD symptoms and later peer functioning (Ahmad et al., 2021). Specifically, in a community‐based sample, inattention (but not hyperactivity) predicted later peer problems, whereas in a clinical sample, hyperactivity (but not inattention) predicted subsequent peer problems, although these differences may also be attributed to cultural and demographic factors (Ahmad et al., 2021).…”

Low Persistence of Inattention Symptoms From Childhood to Adolescence: A Population-Based Study

“…Age is another influencing factor. Although inattention is reported as a problem across all ages, childhood inattention may have a more substantial impact on future functioning than inattention later in life (Ahmad et al, 2020;Daley & Birchwood, 2010;Farmer et al, 2002;Spira & Fischel, 2005). Inattention may for example prevent a child from learning basic skills, giving her severe problems when the curriculum becomes more complex at higher grade levels.…”