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Social Status and Behavioral Observations of Children Exhibiting Comorbid Anxiety & ADHD Symptoms Daniel B. Chorney The development of strong and positive relationships early in childhood is key to later social adjustment. Many behaviors have been shown to be related to children’s status among their peers, defining whether they will be seen as popular, rejected, neglected, controversial, or of average status in the child’s peer group. Children who display anxious behaviors are often overlooked by their peers, while aggressive and disruptive behaviors can lead to rejection. A small proportion of students display both symptoms of anxiety and ADHD, and prior research fails to show what peer status group most represents these children, or what social interaction skills these children display in a school setting. This study investigated the peer social status of children who display anxious, ADHD, and comorbid behavioral patterns. To further understand the characteristics of these different types of children, playground observations were made to attempt to reveal the proportion of positive, negative, and solitary play exhibited by each group during freeplay interaction with peers in their school environment. Results indicated no significant difference between groups on sociometric status or freeplay behavior. Limitations and future directions are discussed.

Social status and behavioral observations of children exhibiting comorbid anxiety and ADHD symptoms