Social skill deficit profiles in ADHD and comorbid disorders
Bibliographic record
Abstract
Most children with attention-deficit/hyperactivity disorder (ADHD) demonstrate impairment in social functioning, especially in their social skills. However, internalizing (e.g., anxiety or depression) and externalizing (e.g., oppositional defiant disorder or conduct disorder) conditions both commonly co-occur with ADHD, and may complicate the social functioning profiles of these children. The present study sought to characterize unique social skill deficit profiles associated with the presence of internalizing comorbidity, externalizing comorbidity, and both comorbidities (internalizing + externalizing) in children with ADHD by taking a nuanced approach that considered both global social skills and specific subdomains of skills. Through pooling eight datasets from investigators across the United States and Canada, I tested these questions in a carefully phenotyped sample of n = 1400 children with ADHD, all of whom had parent and teacher ratings of social skills on a consistent measure. Regarding parent ratings of social skills, results indicated both significant main and interaction effects of each comorbidity on lower social skill performance in a varied pattern across global versus specific skills. For teacher ratings of social skills, externalizing comorbidity was consistently associated with poorer social skills across global and specific measures. In conclusion, social skill performance in children with ADHD does vary as a function of comorbidity status. These findings could help inform more personalized or individualized social skill interventions.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".