Date of Conferral

2022

Degree

Ph.D.

School

Psychology

Advisor

Medha Talpade

Abstract

Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent disorders diagnosed in children and adolescents in the United States, many of whom experience peer rejection and are at risk for subsequent employment difficulties, depression and anxiety, school failure, and substance abuse. The purpose of this study was to evaluate differences in the social skills and social competence of females with and without ADHD in 6th and 12th grades. The theoretical foundation for this study was Barkley’s theory of ADHD. Facebook, Qualtrics, and Prolific were used to recruit 80 parents, who were placed into four groups based on the self-reported ADHD diagnosis and grade level of their children. Participants completed a survey containing items from the Vanderbilt ADHD Diagnostic Parent Rating Scale, the Social Skills Improvement System–Rating Scale, and the Home and Community Social Behavior Scales. The Kruskal-Wallis test was used to compare the level of social skills and social competence of the four groups as a function of age and ADHD diagnosis. The results indicated a significant difference in the levels of social skills and social competence between adolescent females without ADHD in the 12th grade and adolescent females with ADHD in the 6th grade; however, there was not a significant difference found in these levels when comparing the females with ADHD with their peers. This study furthers knowledge of social competence and social skills, specifically in adolescent females with ADHD. The positive social change implications of this study are improved understanding of the social skill and competence deficit experienced by adolescent females with ADHD provide clinicians to the ability develop interventions to address deficiencies in the experienced in these areas.

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