Social Skills of Icelandic Youth with Neurodevelopmental Disorders: Peer Problems and Prosocial Behavior Among Children with ADHD and/or Autism Spectrum Disorder

Abstract

Children with neurodevelopmental disorders tend to have greater social difficulties than children in general. Research suggests that this may apply especially to children with comorbid attention-deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Gender and age have also been found to impact social functioning among children with ADHD. The aim of this study was to examine those interaction effects in groups of children with a diagnosis of ADHD, ADHD symptoms, ASD, or a combined diagnosis of ADHD and ASD, using a cross-sectional study design. The sample included 3375 children (34% girls, 66% boys) between 6-18 years old. Social skills were measured with the Strengths and Difficulties Questionnaire (SDQ), and the Prosocial behavior and Peer problems factors were used. Results revealed that children with combined ADHD/ASD have greater social difficulties than children with ADHD or ADHD symptoms but no difference was found between children with ASD and ADHD/ASD. A significant interaction effect of age and gender was found for both Peer problems and Prosocial behavior for children with ADHD, ADHD symptoms, and a combined diagnosis of ADHD/ASD. The results suggest different pathways of social difficulties for boys and girls with these disorders. Future research should focus on further researching those gender differences and different developmental pathways for boys and girls.Keywords: Attention deficit hyperactivity disorder (ADHD), Autism spectrum disorder (ASD), Strengths and Difficulties questionnaire, social skills, peer problems, prosocial behavior