(PS6-69) Differential Prediction of Peer Problems and Prosocial Behavior from ADHD Symptoms and Pencil Tap Performance

ADHD is a prevalent disorder in childhood associated with developmentally inappropriate inattention, hyperactivity, and impulsivity. ADHD in childhood is associated with several persistent and negative social outcomes. Between 52%-82% of children with ADHD face social problems ranging from difficulties making and maintaining friendships, to peer rejection and neglect. Theories commonly posit that ADHD, and its negative outcomes, are underlined by global deficits in executive functioning (EF). Evidence has suggested that EF may be a potential predictor for the negative social outcomes seen in children with ADHD. However, research is mixed concerning whether social deficits are better predicted by performance-based measures, such as EF tasks or ADHD rating scales. It has been suggested that EF performance is just as predictive of social deficits as ADHD symptoms, while others have suggested that ADHD symptoms are a stronger predictor of social deficits than EF. These mixed findings suggest that EF and ADHD rating scales may capture unique variance associated with certain social problems. ADHD rating scales, and performance on EF tasks should be explored to determine if one predictor, or a combination of both would provide additive information towards social problem prediction. This is important because little work has been done to examine predictive power of ADHD rating scales and EF tasks outside of a clinical sample, making it difficult to know if predictive differences would be salient as a screening tool in a community sample. This study addresses these gaps by examining whether ADHD rating scales (ADHD Rating Scale IV) and a measure of executive functioning (Pencil Tap [PT]), predict social problems (Strengths and Difficulties Questionnaire [SDQ]; Social Problems, Prosocial Behavior) differently in a community-based sample of preschool children. Preschoolers (N=118) were included in analyses if they had no missing data in any of the target variables. Total ADHD symptom count, and total PT scores were used. In simple regression analyses, ADHD symptoms were positively related to Peer Problems (β=.420, F[1,118]=26.83, p< .001) and negatively related to Prosocial Behavior (β=-.414, F[1,118]=24.48, p< .001). PT performance was negatively related to Peer Problems (β=-.242, F[1,118]=7.32, p=.008) and positively related to Prosocial Behavior (β=.320., F[1,118]=13.42, p<.001). In stepwise regression analyses, PT performance negatively related to Prosocial Behavior in a model already containing ADHD symptoms (β=-.201, F[1,116]=16.78, p</em>=.023), but did not significantly predict Peer Problems in a model already containing ADHD symptoms. Results suggest that ADHD symptoms and inhibition are uniquely associated with both Peer Problems and Prosocial Behavior in a community sample of preschoolers. However, the unique association between direct measures of EF and Peer Problems may be less robust. These findings underscore the multifaceted nature of preschoolers’ social development and suggest that ADHD symptoms and aspects of EF, such as inhibition, may play distinct roles in shaping peer interactions and social development.