Intellectual Ability and Achievement in Anxiety-Disordered Children: A Clarification and Extension of the Literature

Intellectual and achievement deficits associated with childhood anxiety disorders are of considerable controversy. Part of this controversy and inconsistency in findings appears related to methodological differences in studies: anxiety disorders are defined as occurring anywhere in the diagnostic profile (e.g., primary, secondary, or tertiary) in some studies whereas in other studies anxiety disorders are defined only when primary (excluding secondary or tertiary disorders). Results in the present study broadly parallel findings from the previous studies when the procedures inherent to each study are replicated. Through careful diagnostic assignment, it is shown that anxiety disorders are no more impairing than other psychiatric disorders in the present study. However, when compared to referred children without significant psychopathology, children with anxiety disorders show statistically and clinically significant impairment. Subsequent analyses do not suggest inattention mediates this effect. Discussion emphasizes the need to assess for and consider comorbidity in understanding these differences.