Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder and Social Anxiety Disorder
Melek Gözde LuşDepartment of Child and Adolescent Psychiatry, University of Health Sciences, Hamidiye Faculty of Medicine, Haydarpaşa Numune Health Application and Research Center, Istanbul, TurkeyINTRODUCTION: 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.
Makale Dili: İngilizce