Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder and Social Anxiety Disorder

INTRODUCTION: The aim of the present study was to evaluate the association of executive functioning with social phobia and anxiety in children with ADHD.
METHODS: Fifty children (aged 6–17 years) with ADHD diagnosis based on the DSM-5 diagnostic criteria were included in the study. Clinicians administered the Child Anxiety Sensitivity Index (CASI) and the Social Anxiety Scale for Children-Revised (SASC-R). Teachers and parents of the children completed the Conners’ Rating Scale and the Behavioral Rating Inventory of Executive Function (BRIEF).
RESULTS: The CASI and SASC-R scores were not correlated with the parents’ and teachers’ scores of the Conners’ scale. However, the SASC-R scores had significantly moderate positive correlations with shift (r=0.387 and p=0.005), initiate (r=0.341 and p=0.015), plan/organize (r=0.340 and p=0.016) scores, and with metacognition index (p=0.359 and r=0.010) of the parent forms of the BRIEF scale. For the teacher form of the BRIEF scale, the SASC-R scores were moderately and negatively correlated with plan/organize score (r=−0.425 and p=0.002) and behavioral regulation index (p=−0.295 and r=0.038); however, the CASI scores were moderately and positively correlated with shift (r=0.317 and p=0.025) and initiate (r=0.314 and p=0.026) scores.
DISCUSSION AND CONCLUSION: Social anxiety might significantly affect executive functions; however, these effects can vary according to the environmental factors.