Investigating the Role of Empathy and ADHD Symptom Severity in Social Impairments.

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Developmental Disabilities

Abstract

Introduction: Social deficits in children with ADHD are well-documented, but the underlying mechanisms are poorly understood (Hoza et al., 2005). Children with ADHD typically have poorer relationships with peers, parents, and family than typically developing children (Hoza, 2007; Johnston, 1996; Mikami & Pfiffner, 2008). Barkley’s model of ADHD suggests that deficits in inhibitory control likely impact social-cognitive domains, such as empathy (Barkley, 2006), which may impair the development of positive social relationships (Hoffman, 2000). Empathy refers to the ability to effectively understand, share, and respond appropriately to the emotions of other individuals (Eisenberg et al., 2006; Feshbach, 1997). Previous research has established that children with ADHD exhibit lower levels of empathy on average than typically developing peers (Braaten & Rosen, 2000; Dyck et al., 2001). While previous research has focused on the impact of the core ADHD symptoms (inattention, hyperactivity, and impulsivity) on social relationships, it is likely that empathy deficits also have a significant role. The current study investigated the unique contributions of ADHD symptom severity and empathy on impairments in socially related domains (peer, parent, and family). We hypothesized that both symptom severity and empathy would significantly contribute to social impairments. Method: Sixty-nine parents of children with and without ADHD (ADHD diagnosis, n = 49) aged 7-12 (M = 8.72, SD = 1.33) participated in the current study. Parents completed the DISC-IV to assess ADHD diagnosis. Parents completed the VPRS to assess ADHD symptom severity and the IRS to assess impairment across functional domains. Parents also completed the Empathy/Systemizing Quotient for Children (EQ/SQ) to assess their child’s ability to identify and respond with appropriate emotions to another person’s emotions and thoughts. Results: Three hierarchical linear regressions were conducted to explore the unique contribution of empathy and ADHD symptom severity to social-related impairment. Age, sex, and ADHD diagnostic status were entered in the first steps of each analysis as covariates. Symptom severity and empathy were entered in the second and third step of the analyses, respectively, to assess unique contributions. For estimating the variability in peer-related impairment, the final model was significant, F (5) = 8.54, p < .001, R2 = .33 and sex and empathy were the only significant predictors (β = .30, p = .005 and β = -.60, p < .001, respectively). For parent-related impairment, the final model was also significant, F (5) = 5.12, p = .001, R2 = .27, and sex and empathy were the only significant predictors (β = .25, p = .033 and β = -.55, p < .001, respectively). For family-related impairment, the final model was significant, F (5) = 4.47 p = .002, R2 = .25. Empathy was the only significant predictor in this model, β = -.52, p < .001. Discussion: These results suggest that a child’s ability to empathize may have a stronger and more significant impact on social impairments than ADHD symptom severity. The current study highlights the importance of investigating social-cognition mechanisms that may influence prosocial behaviors in children with and without ADHD.

Authors

• Meaghan Flynn, University of Louisville
  Presenting Author

• Joseph Reese, University of Louisville
  Non-Presenting Author

• Paul J Rosen, University of Louisville
  Non-Presenting Author