(PS11-A13) Emotional Factors and Social Skills in Children with ADHD: The Roles of Anger Dysregulation and Temperamental Positive Affect

Social impairment is common in youth with ADHD (McConaughy et al., 2011). Studies show emotion dysregulation often seen in ADHD contributes to poor social skills (Anastopoulos et al., 2011; Bunford et al., 2015; Bunford et al., 2018). Yet, research on the roles of distinct emotions is limited. Initial evidence suggests anger is particularly relevant to ADHD-related peer problems (Sjöwall & Thorell, 2014) and to lower rates of prosocial behavior in non-clinical samples (Dollar et al., 2018; Rydell et al., 2003). Thus, children who display high anger dysregulation in severe temper outbursts (STOs) may be at risk socially. However, many of these children exhibit positive mood between STOs. Given that positive affect is related to more prosocial behavior in non-clinical samples (e.g., Denham et al., 1990), it may be a resilience factor for developing strong social skills despite intense anger during STOs.

We examined whether anger dysregulation during STOs and temperamental positive affect impact social skills in the form of prosocial behaviors in 107 5- to 9-year-olds with ADHD. Parent frequency ratings of behaviors in the High Anger factor (Hirsch et al., 2021) of the Six-Month Temper Tantrum Questionnaire (adapted from Giesbrecht et al., 2010; Potegal & Davidson, 2003) represented anger dysregulation. Temperamental positive affect was evaluated by parent-report on the Children’s Behavior Questionnaire Short Form Smiling and Laughter scale (Putnam & Rothbart, 2006). Behavior Assessment System for Children, Second Edition-Parent Rating Scale Social Skills subscale (Reynolds & Kamphaus, 2004) T-scores were used as a measure of prosocial behaviors.

Linear regressions showed greater anger dysregulation negatively predicted social skills (β = -.37, p < .001), while greater positive affect positively predicted them (β = .30, p = .002). We then assessed positive affect as a resilience factor with a hierarchical multiple linear regression, with anger dysregulation at Step 1, positive affect at Step 2, and their interaction at Step 3. At Step 2, the model was significant (R² = .181; adjusted R² = .165, F(2, 104) = 11.47, p < .001). Positive affect had a positive main effect on social skills after controlling for anger dysregulation (β = .22, p = .016), despite the negative main effect of anger dysregulation (β = -.31, p = .001). This suggests it is a promotive factor, compensating for anger dysregulation’s effect on social skills. At Step 3, the model was significant (R² = .186; adjusted R² = .163, F(3, 103) = 7.86, p < .001) but the interaction term was not (β = -.08, p = .40), suggesting positive affect does not moderate the association between anger dysregulation and social skills as a protective factor.

With a promotive but not protective effect, greater temperamental positive affect is likely to benefit prosocial behavior at any level of co-occurring anger dysregulation in the context of ADHD, but not completely ameliorate anger’s negative influence. Prosocial behaviors are crucial for social success. Addressing anger dysregulation and increasing positive affect as targets in social skills training programs can help build positive social skills among at-risk youth with ADHD.