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Predictors of Boys’ ADHD Symptoms from Early to Middle Childhood: The Role of Father–Child and Mother–Child Interactions

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Abstract

This prospective 3 year longitudinal study investigated preschool paternal and maternal parenting predictors of Attention-Deficit/Hyperactivity Disorder(ADHD) in a community sample of 93 school-age boys. Participants were recruited on the basis of inattention-hyperactivity at age 4 and fathers and mothers were observed interacting with their sons. Teachers, fathers, and mothers reported children's ADHD symptoms and impairment. Results from dimensional analysis showed that less observed paternal sensitivity and maternal positive regard predicted higher levels of inattentiveness in middle childhood, and that intrusive paternal behavior was predictive of hyperactive-impulsive behavior at school. In categorical analysis, less maternal warmth and sensitivity were predictive of later ADHD. These predictions held after statistical adjustment for the effects of preschool ADHD behaviors and conduct problems. At follow-up, parents of boys with ADHD reported more negative child-parent relationship perceptions than comparison parents. Findings highlight the importance of examining responsive parenting behaviors of both fathers and mothers in relation to multi-informant ratings of ADHD symptoms.

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Acknowledgement

This research was supported by grants from the Auckland Medical Research Foundation, Oakley Mental Health Foundation, and the University of Auckland. Special thanks to my research assisstants, Teresa Clark, Joy Davidson, Rachel Haselden, Richard Keown, Sundeia Lomberg, Dorothy MacArthur, Melanie Palmer, and Heather Summerfield, for help with data collection, processing, and coding.

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  1. Faculty of Education, University of Auckland, Private Bag 92601, Symonds St., Auckland, 1150, New Zealand

    Louise J. Keown

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Correspondence to Louise J. Keown.

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Keown, L.J. Predictors of Boys’ ADHD Symptoms from Early to Middle Childhood: The Role of Father–Child and Mother–Child Interactions. J Abnorm Child Psychol 40, 569–581 (2012). https://doi.org/10.1007/s10802-011-9586-3

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  • DOI: https://doi.org/10.1007/s10802-011-9586-3

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