Adaptive functioning in children with attention-deficit hyperactivity disorder.

Abstract

OBJECTIVE: To evaluate the utility of the Vineland Social Adaptive Scale (Vineland) in measuring social adaptive functioning in children with attention-deficit hyperactivity disorder (ADHD). DESIGN: Cross-sectional group comparison. SETTING: Multidisciplinary hyperactivity and learning problem clinic at a tertiary referral center in Chicago, Ill. PARTICIPANTS: One hundred four school-age children with ADHD. INTERVENTION: None. MEASUREMENTS/MAIN RESULTS: The Vineland was administered to the study population. Despite average full-scale IQ scores (mean [+/- SD], 101 +/- 6), the children with ADHD had Vineland standard scores in the borderline to low-average range (73 +/- 14). The discrepancy between the Vineland standard scores and the full-scale IQ scores increased with increasing age and IQ. CONCLUSIONS: Children with ADHD referred to a tertiary attention problem clinic displayed significant social adaptive dysfunctioning on the Vineland. The evaluation of children with ADHD should include assessment of adaptive skills, and treatment planning for children with ADHD should include the identification of social and adaptive deficiencies when therapeutic goals are established.