Examining ODD/ADHD Symptom Dimensions as Predictors of Social, Emotional, and Academic Trajectories in Middle Childhood

OBJECTIVE: To investigate the symptom dimensions of Oppositional Defiant Disorder (ODD; irritability, defiance) and Attention-Deficit/Hyperactivity Disorder (ADHD; inattention, hyperactivity-impulsivity) as predictors of academic performance, depressive symptoms, and peer functioning in middle childhood. METHOD: Children (N=346; 51% female) were assessed via teacher-report on measures of ODD/ADHD symptoms at baseline (grades K-2) and academic performance, depressive symptoms, peer rejection, and victimization on 7 occasions over 4 school-years (from K-2 through 3-5). Self-report and GPA data collected in grades 3-5 served as converging outcome measures. Latent growth curve and multiple regression models were estimated using a hierarchical/sensitivity approach to assess robustness and specificity of effects. RESULTS: Irritability predicted higher baseline depressive symptoms, peer rejection, and victimization, whereas defiance predicted higher baseline peer rejection; however, none of these ODD-related effects persisted 3 years later to grades 3-5. In contrast, inattention predicted persistently poorer academic performance, persistently higher depressive symptoms, and higher baseline victimization; hyperactivity-impulsivity predicted subsequent peer rejection and victimization in grades 3-5. In converging models, only inattention emerged as a robust predictor of 3-year outcomes (namely, GPA, depressive symptoms, peer rejection, and relational victimization). CONCLUSIONS: Broadly, ODD dimensions—particularly irritability—may be linked to acute disturbances in social-emotional functioning in school-age children, whereas ADHD dimensions may predict more persistent patterns of peer, affective, and academic problems. By examining all four ODD/ADHD symptom dimensions simultaneously, the present analyses offer clarity and specificity regarding which dimensions affect what outcomes, and when. Findings underscore the importance of multi-dimensional approaches to research, assessment, and intervention.