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Social Functioning in Children and Adolescents with ADHD and Autism Spectrum Disorder: A Cross-Disorder Comparison
Giulia Crisci1, Ramona Cardillo1, Irene C Mammarella1
1Department of Developmental and Social Psychology, University of Padova.
Summary
Children with Attention Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) show social functioning deficits. ADHD impacts social performance, while ASD affects social perception and knowledge.
Area of Science:
- Child Psychology
- Neurodevelopmental Disorders
- Social Neuroscience
Background:
- Social functioning is crucial for daily life and adaptation in children.
- Key components include social perception, performance, and knowledge.
- These components have not been concurrently studied in children with ADHD or ASD via lab-based tasks.
Purpose of the Study:
- To compare social functioning in children with ADHD and ASD versus neurotypical peers.
- To utilize a cross-disorder approach examining social perception, performance, and knowledge.
- To assess social functioning using a novel lab-based task and interview.
Main Methods:
- A cohort of 225 Italian children (8-16 years) including ADHD (n=66), ASD Level 1 (n=51), and neurotypical (ND, n=108) groups.
- Groups were matched for age, gender, and IQ.
- Social functioning assessed via a custom lab-based task with peer interaction videos and a Social Information Processing interview.
Main Results:
- Both ADHD and ASD groups exhibited social functioning difficulties compared to ND peers.
- Children with ADHD showed greater deficits in social performance.
- Children with ASD demonstrated more challenges in social perception and certain aspects of social knowledge.
Conclusions:
- Findings highlight distinct social functioning profiles in ADHD and ASD.
- Results have clinical implications for assessment, intervention, and differential diagnosis.
- Clinicians should explore specific social strengths and weaknesses in each profile.
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