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ADHD and Theory of Mind in School-Age Children : = Exploring the Cognitive Nature of Social Interactions in Children with ADHD.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	ADHD and Theory of Mind in School-Age Children :/
Reminder of title:	Exploring the Cognitive Nature of Social Interactions in Children with ADHD.
Author:	Feigenbaum, Rachel.
Description:	1 online resource (116 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 78-09, Section: B.
Contained By:	Dissertations Abstracts International78-09B.
Subject:	Developmental psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369563467

ADHD and Theory of Mind in School-Age Children : = Exploring the Cognitive Nature of Social Interactions in Children with ADHD.
Feigenbaum, Rachel.

ADHD and Theory of Mind in School-Age Children :Exploring the Cognitive Nature of Social Interactions in Children with ADHD. - 1 online resource (116 pages)

Source: Dissertations Abstracts International, Volume: 78-09, Section: B.

Thesis (Ph.D.)--City University of New York, 2017.

Includes bibliographical references

Children with Attention Deficit Hyperactivity Disorder (ADHD) experience significant difficulties with social skills (Barkley, 2006; DuPaul & Stoner, 2003; Stormont, 2001). The inhibitory deficit associated with ADHD is typically identified as the cause of these impaired social skills (Barkley, 2006). Additionally, some researchers have suggested that theory of mind (ToM), which is the ability to attribute mental states to oneself and to others, may be involved, but the research on ToM deficits in children with ADHD is limited and the findings are mixed. A key methodological issue in this literature is the use of traditional but problematic measures of advanced ToM. These measures either fail to find developmental changes or do not measure adaptive reasoning, which is more representative of how individuals behave in real social interactions (Hayward, Homer, & Sprung, 2016). The present investigation used a different tool called Flexibility and Automaticity of Social Cognition (FASC), a new measure of advanced ToM (Hayward et al., 2016), as well as the Strange Stories (SS) task to analyze the relation between ToM, ADHD, and social difficulties in children. Results indicated that children with ADHD did not differ in performance from controls on the SS task, or on the FASC dimensions of total responses (TRs), total mental state terms (MSTs), and First Common Response (FASC-FCR). Participants in the ADHD group did demonstrated impairment relative to controls in the number of mental state justifications (MSJs) provided in the FASC. There was also a significant negative correlation between ADHD symptom count and FASC-FCR. Finally, the number of FASC-FCRs significantly correlated with social skills domains on the C3-PRS and the BASC-2-PRS. The current findings suggest that social skills deficits in children with ADHD can partially be explained by difficulties with some aspects of ToM.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781369563467Subjects--Topical Terms:

557458
Developmental psychology.
Subjects--Index Terms:

ADHDIndex Terms--Genre/Form:

554714
Electronic books.

ADHD and Theory of Mind in School-Age Children : = Exploring the Cognitive Nature of Social Interactions in Children with ADHD.
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