The aim of the study was to investigate the relationship between ADHD core symptoms and socioemotional problems among school age children with learning difficulties. Connections between ADHD symptoms and both internalizing and externalizing symptoms were examined. Internalizing symptoms included affective problems, anxiety problems and somatic problems. Externalizing symptoms consisted of oppositional defiant problems and conduct problems. The role of gender and cognitive ability in the relationships between ADHD symptoms and socioemotional problems were investigated.

The clinical sample consisted of children who were referred to the Clinic of Learning Disabilities founded by Niilo Mäki Institute and Family Counseling Center of Jyväskylä for learning disability assessment. The data is based on children’s neuropsychological test results and parents’ and teachers’ evaluations on children’s socioemotional functioning. Participants were 1st to 6th grade students. Information on age, gender, ADHD symptoms, socioemotional functioning, cognitive ability, reading and mathematical skills were gathered.

Children’s ADHD symptoms were evaluated by TRF questionnaire for teachers. Mothers evaluated children’s socioemotional problems by CBCL questionnaire. Cognitive ability was measured by WISC, and reading and mathematical skills were measured by reading and calculation tests used at the clinic. Hierarchical regression analysis was used.

Results indicated that both inattention and hyperactivity-impulsivity were connected to oppositional defiant and conduct problems. The more ADHD symptoms a child had, the more externalizing symptoms the child had. The connections between hyperactivity-impulsivity and externalizing symptoms were stronger than the connections between inattention and oppositional defiant or conduct problems. Hyperactivity-impulsivity symptoms were also connected to internalizing symptoms, but the connections were weaker. The only gender difference was found between ADHD symptoms and anxiety problems. Cognitive ability did not moderate the relationships between ADHD symptoms and socioemotional problems.