View Item 

The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?

Access Status
Fulltext not available
Authors
Goulardins, J.
Rigoli, Daniela
Loh, P.
Kane, R.
Licari, M.
Hands, B.
Oliveira, J.
Piek, J.
Date
2015
Type
Journal Article

Metadata
Show full item record
Citation
Goulardins, J. and Rigoli, D. and Loh, P. and Kane, R. and Licari, M. and Hands, B. and Oliveira, J. et al. 2015. The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?. J Atten Disord.
Source Title
J Atten Disord
DOI
School
School of Psychology and Speech Pathology
URI
Collection
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.