Relationships between Anxiety-related Disorders and Impulsivity with the Lack of Positive Interaction with Peers among Hyperactivity-Deficit Disorder's Students

Children's health and illness is effective in the health and illness of future generations. Therefore, mental health and study on the adaptation of children to their growth and fertility at adulthood, and the lack of attention to the growth conditions of childhood will bring irreparable harm to mental health of the community. Attention deficit hyperactivity disorder is one of the most controversial mental disorders in childhood and has a profound impact on the lives of thousands of children and their families. The purpose of this study was to investigate the relationship between anxiety and impulsivity disorders with interaction with peers in students with attention deficit/hyperactivity disorder (ADHD).

The research method was descriptive–correlational. The statistical population included all students with aged 8 to 11 years old who was referred to the clinics in Karaj (Alborz province, Iran), among whom 100 subjects were selected as samples of the study. Using available sampling method. The criteria for entry into the study included children aged 8 to 11 years old, the choice of girls and boys in the same way and having no history of physical diseases. Research instruments included Weinberger and Schwartz self–restraint questionnaire (1990), Behmehherr anxiety disorders (1991), and the social skills of Truscat (1989). Self–sufficiency scale has a general scale and 4 sub–scales. Sub–scales of this test, which are similar but distinct structures, are suppressing anger, impulse control, others' attitudes and accountability. On a 5–point Likert scale, the subjects expressed their acceptance or opposition to each of the phrases. In the present study, the subconsciousness of impulse control was used to examine the impulsivity of these children. Low scores in impulse control, indicating high impulsivity and high scores in impulse control indicate low impulsivity. Weinberger has reported a correlation coefficient of this scale 0.91. The retest reliability was also observed at a two–week interval 0.89 and reported 0.76 in a 7–month interval. The content validity and reliability of this questionnaire were 0.82 and its reliability was as high as 0.88. The social skills questionnaire is a 56–item test that consists of three subscales of social inadequacy, social skills, and communication with peers in the child's personality questionnaire (Truskat, 1989). The lowest score is zero and the highest score is 56. In this study, the Cronbach's alpha value was 0.88. Anxiety–related anxiety disorder questionnaire, a self–reporting tool, was developed by Birmahler (1999) to assess the symptoms of anxiety disorders according to DSM–IV criteria in children aged 8 to 17 years and includes a general anxiety scale and five subscales (anxiety Pervasive, separation anxiety, school of panache, social anxiety and panic/physical impairment). The current form of this test, which is mostly used in research, has 41 entries. In the present study, the Cronbach's alpha coefficient for the total anxiety scale was 0.90 and the internal consistency of the sub–scales was in the range from 0.75 to 0.80. The social skills questionnaire is a 56–item test that consists of three subscales of social inadequacy, social skills, and communication with peers in the child's personality questionnaire (Truskat, 1989). The lowest score is zero and the highest score is 56. In this study, the Cronbach's alpha value was 0.88. In this research, descriptive statistics, including mean, standard deviations and inferential statistics including analysis of multi–variable regression analysis were used to describe, categorize and analyze the data obtained from descriptive statistics.

The results showed that interaction with peers was significant only with two components related to anxiety–related disorders, namely: social anxiety (p=0.031) and school of fear (p=0.044). There was also a negative and significant relationship between interaction with peers and impulsivity (p<0.001).

In order to have effective interaction with others, the individual must be taken into consideration and be able to control his impulsive behavior and be responsible for his or her behavior. Regarding the results of generalized anxiety disorder in the first degree and panic disorder, and it is important to predict the lack of positive interaction with peers. Disorders associated with anxiety and impulsivity can be considered as predictors of interaction with peers in children.