This study investigated the relationship of internalizing symptoms to impairments in academic and social functioning among 125 elementary school children diagnosed with Attention-Deficit/ Hyperactivity Disorder (ADHD). Anxiety and depression were assessed using both child and parent reports, and a multimethod battery was employed to assess academic and social functioning. Internalizing symptoms generally were not related to academic functioning, although parent-reported depression was related to parent-reported homework problems. Overall, social functioning was correlated significantly with anxiety and depression when examined both within and across informants. The findings were consistent with a tripartite model of internalizing symptoms in demonstrating that a broad-band internalizing construct as well as the narrow-band constructs of anxiety and depression each demonstrated an association with level of social functioning. The results are discussed in relation to studies examining the association between anxiety and antisocial behavior in children.
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