Detailed contribution information
| Contribution title | 2498 - Assessment of social skills components related to emotional intelligence in primary school children with attention deficit hyperactivity disorder |
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| Contribution code | PS03-41 (P) |
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| Form of presentation | Poster |
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| Abstract |
Background Attention Deficit Hyperactivity Disorder (ADHD) is the most common neurodevelopmental disorder in school- aged children. Children with ADHD show deficiencies in social skills, perceived social support and positive coping styles. Additionally, students who have low emotional intelligence were reported by their teachers as having more attention and behavioral problems. This study aims to evaluate emotional intelligence and components of social skills in a group of children between 7-13 years who referred to child psychiatry outpatient clinic with treatment-naive ADHD. Methods Clinical psychiatric diagnoses were established by using the Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version. Conner’s Teacher and Parent Rating Scales were used for ADHD evaluation. Social skills and perceived social support were assessed by Social Skills Rating Scale and Perceived Social Support Rating Scale. Coping styles were evaluated by COPE and KIDCOPE. Executive functions were measured by BRIEF and Bar-On Emotional Intelligence Quotient Inventory Youth Version was utilized. Results The ADHD group consisted 65 children (mean age: 10.34 ± 1.86; 48 male (M), 17 female (F)) and there were 61 healthy controls (mean age: 10.16 ± 1.69; 21 M, 40 F). 70.83 % of ADHD group was combined subtype. The ADHD severity was determined as moderate according to Clinical Global Impairment Scale and the diagnosis age was 8.6 ± 2.11. Social skills (p<0.05), perceived social support (p<0.05), executive functions (p<0.01), positive coping styles (p<0.05) and particularly emotional intelligence domains (p< 0.001) in children with ADHD were significantly lower than the control group. Moreover, perceived social support, positive coping styles and not having an ADHD diagnosis were the predictive factors of the level of emotional intelligence in children using the regression analyses. Conclusion The identification of possible social skill deficits pertinent to emotional intelligence in ADHD subgroups might enhance the possibility of early intervention that could lead to better academic achievement and fulfillment in social domains. Social skill interventions are found to improve functional outcomes associated with ADHD, including compliance, academic performance, and family functioning. Clinicians play an important role in educating families about psychosocial interventions in multimodal treatment plans for youth with ADHD across development. |