Emotional and social impairments in primary school students with different ADHD presentations: A latent profile analysis

Abstract

<p>Cultural factors including high academic pressure, collectivist values, and distinct family dynamics among Chinese/Asian cultures may influence the expression and perception of attention-deficit/hyperactivity disorder (ADHD) symptoms. It is thus crucial to explore potential cultural variations in ADHD symptom presentations and intervention needs beyond a Western cultural context. Latent profile analysis, a statistical method that identifies unobserved subgroups within a population, is employed in this study to categorize subtypes among Hong Kong primary school students diagnosed with ADHD (<em>n</em> = 366, <em>M</em>age = 8.62 years, <em>SD</em> = 1.20; 80.1% boys). A three-profile model was selected as the final model: ADHD-C (combined type; 44.0%), ADHD-HI (hyperactive–impulsive type; 36.1%), and ADHD-IA (inattentive type; 19.9%). Each individual was assigned to their highest-probability profile based on ADHD symptoms, compared against a non-ADHD group (<em>n</em> = 46, <em>M</em>age = 8.37 years, <em>SD</em> = 1.08; 78.3% boys) on emotional and social functioning. The ADHD-C group exhibited the most severe ADHD symptoms, emotional dysregulation, and social impairments. Differential profiles and intervention needs were indicated for ADHD-HI, ADHD-IA, and ADHD-C in emotion regulation and social functioning. Students with ADHD-HI may particularly benefit from interventions to address emotional lability and negativity, develop appropriate assertiveness, and reduce overbearing behaviors. Students with ADHD-IA and ADHD-C revealed a heightened need for comprehensive support in broad social skills (including communication, cooperation, responsibility, empathy, engagement, and self-control) and emotion regulation. The findings highlight the importance of careful consideration and adaptation of interventions that address diverse emotional and social intervention needs of children with different ADHD presentations.<br></p>