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Cited by 190 publications
(134 citation statements)
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“…Another reason explaining friendship problems in children with ADHD may be related to their deficits in encoding and integrating the social cues coherently and independently generating hypothetical responses to social interactions (Cadesky, Mota, & Schachar, 2000;Matthys, Cuperus, & van Engeland, 1999;Milch-Reich, Campbell, Pelham, Connely, & Geva, 1999). Given that these studies relied on hypothetical videotaped scenarios, future studies should allow an examination of social information processing real-life social situations in order to evaluate if these results can be generalized in a live social interaction.…”
Section: Limitations and Future Directionsmentioning
confidence: 99%
“…Another reason explaining friendship problems in children with ADHD may be related to their deficits in encoding and integrating the social cues coherently and independently generating hypothetical responses to social interactions (Cadesky, Mota, & Schachar, 2000;Matthys, Cuperus, & van Engeland, 1999;Milch-Reich, Campbell, Pelham, Connely, & Geva, 1999). Given that these studies relied on hypothetical videotaped scenarios, future studies should allow an examination of social information processing real-life social situations in order to evaluate if these results can be generalized in a live social interaction.…”
Section: Limitations and Future Directionsmentioning
confidence: 99%
“…Most notably, marked deficits in social skill behavior have been repeatedly found in studies of children with Attention Deficit Hyperactivity Disorder (ADHD; American Psychological Association, 1994; see, e.g., Frankel & Feinberg, 2002;Hinshaw & Melnick, 1995;Hynd, Hern, & Voeller, 1991;Matthys, Cuperius, & Van England, 1999). However, specific associations between behaviors associated with attention and executive dysfunction, and social skill deficits, have only rarely been examined.…”
mentioning
confidence: 99%
“…Social information processing steps include: (1) encoding of cues (2) interpretation of cues (3) clarification of goals (4) response access or construction (5) response decision, and (6) behavioral enactment [38]. It is reported that children with Conduct Disorder encoded less cues in comparison with normal children [39].…”
Section: Methodsmentioning
confidence: 99%