[Integrating model of the social adaptation of children with attention deficit hyperactivity disorder]
Related Experiment Video
Updated: Mar 25, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
Published on: June 12, 2020
B Rosello-Miranda1, C Berenguer-Forner1, I Baixauli-Fortea2
1Universidad de Valencia, 46071 Valencia, Espana.
Introduction:
Children with attention deficit hyperactivity disorder (ADHD) experience social difficulties affecting their personal and academic functioning.
Aim:
To review the research addressing the influence of cognitive/affective abilities involved in their social adaptation, from the perspective of an integrative model that includes executive functioning, theory of mind and pragmatic language.
Development:
Research shows an association between executive functioning (working memory, inhibition, planning), pragmatic abilities, performance in theory of mind tasks, and the social problems experienced by individuals with ADHD.
Conclusions:
Although literature supports a relationship between these constructs, deficits observed in theory of mind tasks or language use, seem rather to reflect a procedural deficit than a conceptual impairment.
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