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Published on: December 7, 2018
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Social Cognition in Children With ADHD
Elyse M Parke1, Megan L Becker1, Stacey J Graves1
1University of Nevada, Las Vegas, USA.
Journal of Attention Disorders
|December 14, 2018
Summary
Children with ADHD show deficits in social cognition, including affect recognition and theory of mind (ToM). These social cognitive skills, particularly pragmatic language, predict behavioral functioning in ADHD.
Area of Science:
- Neuroscience
- Developmental Psychology
- Child Psychiatry
Background:
- Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often exhibit social skill deficits.
- A clear social cognitive profile and its predictive relationship with behavior in ADHD remain subjects of ongoing research and debate.
Purpose of the Study:
- To comprehensively investigate the social cognitive profile in children with ADHD.
- To determine the predictive relationship between social cognitive abilities and behavioral functioning in ADHD.
Main Methods:
- A cohort of children aged 7–13 with ADHD (n=25) and typically developing controls (n=25) participated.
- Social cognitive domains including affect recognition and theory of mind (ToM) were assessed via direct testing.
- Parental reports were collected for pragmatic language, empathy, behavioral symptoms, and adaptive functioning.
Main Results:
- Children with ADHD demonstrated significant impairments in cognitive ToM and affect recognition compared to controls.
- Lower parent-rated pragmatic language and cognitive empathy were observed in children with ADHD.
- Pragmatic language ability emerged as a significant predictor of both problematic and adaptive behaviors.
Conclusions:
- Specific social cognitive abilities are demonstrably linked to daily functioning in children with ADHD.
- Findings highlight the importance of pragmatic language skills in the behavioral outcomes of ADHD.
- The established relationship has significant implications for the development of targeted interventions for ADHD.
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