This study examined social functioning differences among 2,872 school-aged children (ages 6–12) referred for neurodevelopmental assessment in Iceland, comparing four clinical groups: ADHD only (n=1,395), Anxiety only (n=260), ADHD+Anxiety (n=705), and Clinical Controls (n=512), using multi-informant ANOVA/ANCOVA methods.
Mothers reported significantly less prosocial behavior and greater social difficulties and peer problems in the ADHD+Anxiety group compared to all other groups. Teachers reported significantly greater peer problems in both ADHD and ADHD+Anxiety groups compared to the Anxiety-only group.
- Study is limited to a clinically referred Icelandic sample, restricting generalizability to community or other cultural populations. - Full text was not available; abstract-only data limits detail on effect sizes, covariates, and specific measures used. - Cross-sectional design prevents causal inference about ADHD, anxiety, and social impairment.
Children with co-occurring ADHD and anxiety show the greatest social deficits—clinicians should use multiple informants (parents and teachers) when assessing social functioning in this group. Social skills intervention should be a routine target when treating youth with both conditions.
