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Journals / Türkiye Çocuk Hastalıkları Dergisi / 2026 / Cilt: 18 Sayı: 6

Strengths and Difficulties Regarding Attention Deficit Hyperactivity Disorder: Correlation with Social Responsiveness and Disorder Severity

Dikkat Eksikliği Hiperaktivite Bozukluğunda Güçler ve Zorluklar: Sosyal Cevaplılık ve Bozukluk Şiddeti ile İlişkisi

Pınar Aydoğan Avşar(Ministry of Health Alanya Alaaddin Keykubat University Alanya Education and Research Hospital)0000-0001-5938-3243
Tayfun Kara(ALANYA ALAADDIN KEYKUBAT UNIVERSITY, FACULTY OF MEDICINE)0000-0002-2156-3457
Orhan Kocaman(ALANYA ALAADDIN KEYKUBAT UNIVERSITY, FACULTY OF MEDICINE)0000-0002-7504-5604
Tacettin Kuru(Ministry of Health Alanya Alaaddin Keykubat University Alanya Education and Research Hospital)0000-0002-0313-558X
Pages
360–366
Publication Date
2024-11-18
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Early social skills training for social functioning impairments may reduce the condition’s social impact

📌 3 Key Takeaways

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Objective & Hypothesis:Objective: Children with neurodevelopmental disabilities often experience social difficulties.
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Key Findings & Data:Material and Methods: We established ADHD diagnoses based on DSM-5 criteria.
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Conclusion & Impact:Early social skills training for social functioning impairments may reduce the condition’s social impact
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Nörogelişimsel Bozukluklar · DEHB · SDQ

Abstract

Objective: Children with neurodevelopmental disabilities often experience social difficulties. Children with attention deficit hyperactivity disorder (ADHD) are more likely to experience peer rejection and cognitive, academic, family, and professional difficulties. This investigation aimed to identify the predictors of difficulties faced by children and adolescents with ADHD. Material and Methods: We established ADHD diagnoses based on DSM-5 criteria. Moreover, every participant had a diagnostic evaluation by a child and adolescent psychiatrist using the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS-PL) and a detailed sociodemographic form documented. Parents completed the Turgay DSM IV-Based Child and Adolescent Behavioural Disorders Screening and Rating Scale (T-DSM-IV-S), the Strengths and Difficulties Questionnaire (SDQ), and the Social Responsiveness Scale (SRS) for their children. Results: The study included 99 children, 59 in the ADHD group and 40 in the control group. There was no significant difference between the groups regarding gender and age. The mean scores of T-DSM-IV-S [Attention deficit (AD), Hyperactivity/impulsivity (H/I), Oppositional defiant disorder (ODD), Conduct disorder (CD)], SDQ, and SRS were significantly higher in the ADHD group than in the control group. Among the independent variables in the regression model, SRS total scores significantly predicted SDQ-total (β = 0.238, p = 0.033) and SDQ-emotion (β =0.439, p = 0.001) scores in the ADHD group. Conclusion: Children diagnosed with ADHD may have more receptive deficits in mutual interactions than their peers, which greatly impacts their social behaviors. Early social skills training for social functioning impairments may reduce the condition’s social impact

Özet

Amaç: Nörogelişimsel bozukluğu olan çocuklar sıklıkla sosyal zorluk yaşarlar. Dikkat eksikliği hiperaktivite bozukluğu (DEHB) olan çocukların akran reddi ve bilişsel, akademik, ailevi ve mesleki zorluklar yaşama olasılığı daha yüksektir. Bu araştırma, DEHB’li çocuk ve ergenlerin günlük yaşamlarında karşılaştığı zorlukların belirleyicilerini tespit etmeyi amaçlamıştır. Gereç ve Yöntemler: DEHB tanıları DSM-5 kriterlerine göre belirlenmiştir. Ayrıca, her katılımcı bir çocuk veya ergen psikiyatristi tarafından Okul Çağı Çocukları için Duygulanım Bozuklukları ve Şizofreni Görüşme Çizelgesi- Şimdi ve Yaşam Boyu Şekli- (ÇDŞG-ŞY-T) kullanılarak tanısal bir değerlendirmeye tabi tutulmuş ve ayrıntılı bir sosyodemografik form belgelenmiştir. Ebeveynler çocukları için Turgay DSM IV Tabanlı Çocuk ve Ergen Davranış Bozuklukları Tarama ve Derecelendirme Ölçeğini (T-DSM-IV-S), Güçler ve Güçlükler Anketini (SDQ) ve Sosyal Duyarlılık Ölçeğini (SRS) doldurmuştur. Bulgular: Bu çalışmaya 99 çocuk dahil edilmiştir. DEHB grubunda 59 ve kontrol grubunda 40 çocuk. Gruplar arasında cinsiyet ve yaş açısından anlamlı bir fark yoktu. T-DSM-IV-S (AD, H/I, ODD, CD), SDQ ve SRS ortalama puanları DEHB grubunda kontrol grubuna göre anlamlı derecede yüksektir. DEHB grubunda oluşturulan regresyon modelindeki bağımsız değişkenler arasından SRS toplam skoru toplam SDQ (β = 0.238, p = 0.033) ve SDQ-duygu alt ölçeği (β =0.439, p = 0.001) skorlarını anlamlı şekilde yordamıştır. Sonuç: DEHB tanısı alan çocuklar, karşılıklı etkileşimlerde akranlarına göre daha fazla alıcı eksikliğe sahip olabilir ve bu da sosyal davranışlarını büyük ölçüde etkiler Sosyal işlevsellik bozuklukları için erken sosyal beceri eğitimi, durumun etkisini azaltabilir.

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Cite This Article

Avşar, P. A., Kara, T., Kocaman, O., Kuru, T. (2024). Strengths and Difficulties Regarding Attention Deficit Hyperactivity Disorder: Correlation with Social Responsiveness and Disorder Severity. Türkiye Çocuk Hastalıkları Dergisi, Cilt: 18 Sayı: 6, 360–366. https://doi.org/10.12956/tchd.1464417

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