Emotion Recognition Pattern in Adolescent Boys with Attention-Deficit/Hyperactivity Disorder
Table 1
Behavioral variables (Strengths and Difficulties Questionnaire, SDQ; Inventory of Callous-Unemotional Traits, ICU).
SDQ
Parent report
Self-report
Group effect
Group effect P<
Report effect
Report effect P<
Interaction effect
Interaction effect P<
ADHD (N = 22)
Control (N = 22)
ADHD (N = 22)
Control (N = 22)
Emotional
3.0 ± 0.6*
1.6 ± 0.3
3.8 ± 0.6**
1.6 ± 0.3
12.630
0.001
0.857
ns
0.857
ns
Conduct
5.1 ± 0.6**
1.4 ± 0.3
4.8 ± 0.5**
2.0 ± 0.3
46.430
0.001
0.192
ns
1.726
ns
Hyperactivity
8.7 ± 0.2**
2.7 ± 0.3
6.6 ± 0.5**
3.5 ± 0.4
136.847
0.001
3.404
0.07
19.730
0.001
Peer relations
3.8 ± 0.5*
2.0 ± 0.3
3.4 ± 0.5**
1.1 ± 0.2
16.442
0.001
6.173
0.02
0.595
ns
Prosocial
5.8 ± 0.4*
7.2 ± 0.4
6.7 ± 0.4
6.5 ± 0.3
1.612
ns
0.028
ns
9.201
0.01
ICU score
36.9 ± 2.2**
25.4 ± 1.8
30.0 ± 2.3**
23.8 ± 1.7
14.269
0.001
7.396
0.01
2.814
ns
Data are expressed as mean ± SEM. ADHD: adolescent boys with attention-deficit/hyperactivity disorder; control: adolescent boys matched for age and Raven IQ; *significantly different (P < 0.05) from the respective control in post hoc comparison; **significantly different (P < 0.01) from the respective control in post hoc comparison. In the case of ICU, only data from 43 subjects were analyzed.
