A Comparison of Social Cognitive Profiles in children with Autism Spectrum Disorders and Attention-Deficit/Hyperactivity Disorder: A Matter of Quantitative but not Qualitative Difference?

Demopoulos, Carly; Hopkins, Joyce; Davis, Amy P.

doi:10.1007/s10803-012-1657-y

Cited by 73 publications

(55 citation statements)

References 83 publications

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“…In addition, consistency is observed in the results, regardless of the ToM assessment methodology employed, that is, performance tasks or parent estimates of daily life behavior. This finding, which is consistent with the initial hypothesis, supports the idea that children with these two disorders experience deficits in AR (Downs and Smith, 2004; Sinzig et al, 2008; Demurie et al, 2011; Demopoulos et al, 2013; Baribeau et al, 2015) and attribution of mental states, such as feelings, beliefs, intentions, and desires (Buitelaar et al, 1999; Adachi et al, 2004; Demurie et al, 2011; Demopoulos et al, 2013; Hutchins et al, 2016). …”

Section: Discussionsupporting

confidence: 88%

“…The analysis of the 11 studies that have compared children and adolescents with ASD and ADHD (see Table 1) shows that these two disorders share difficulties in social cognition, both on different levels of ToM tasks and on tests of emotion recognition (Buitelaar et al, 1999; Adachi et al, 2004; Downs and Smith, 2004; Sinzig et al, 2008; Yang et al, 2009; Bühler et al, 2011; Demurie et al, 2011; Demopoulos et al, 2013; Baribeau et al, 2015; Hutchins et al, 2016) or empathic capacity (Dyck et al, 2001). …”

Section: Introductionmentioning

confidence: 99%

“…People with ASD are affected more severely, producing a symptomatological continuity where ADHD holds an intermediate position between TD and ASD (Demurie et al, 2011; Demopoulos et al, 2013; Baribeau et al, 2015). In fact, individuals with ADHD, compared to ASD, seem to perform similarly to the TD group on appearance-reality tasks (Yang et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Social Cognition in Children with High-Functioning Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Associations with Executive Functions

et al. 2017

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Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are neurodevelopmental disorders characterized by social impairments. The first objective of this study was to analyze social cognition deficits of children with ADHD, high-functioning ASD (HFASD), and typical development (TD) in their performance on explicit and applied measures of theory of mind (ToM). The second objective was to investigate the relationships between executive functions and social cognition in HFASD and ADHD. One hundred and twenty-six 7- to 11-year old children, 52 with HFASD, 35 with ADHD, and 39 with TD, performed the NEPSY-II social perception subtests. Parents estimated their children's ToM skills using the Theory of Mind Inventory (ToMI). Teacher-reported data from the Behavior Rating Inventory of Executive Function (BRIEF) were also obtained. The HFASD and ADHD groups showed worse performance on the verbal ToM task than the TD group, and only the performance of the HFASD group was significantly lower than the TD group on the contextual ToM task. Parents also estimated that the HFASD group had more difficulties on the applied ToM than the ADHD and TD groups. Furthermore, there is a different executive function-theory of mind link in the HFASD and ADHD groups: behavioral regulation processes such as inhibition and emotional control are more associated with social cognition in children with ADHD, whereas metacognitive processes such as initiation and planning have a strong association with social cognition in children with HFASD. These findings have implications for understanding social perception deficits in neurodevelopmental disorders, highlighting the need for early intervention.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social Cognition in Children with High-Functioning Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Associations with Executive Functions

et al. 2017

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“…Comorbid inattention and affective disorders are frequently reported in children with average intelligence [11,39], and externalizing problems are an additional concern associated with lower IQ [40,41]. Children with attention deficits are less able to process fully and integrate perceptual information from social cues that include signals from eye gaze and emotions [42] and also show impaired higherorder social cognitive reasoning [43]. Atypical mentalizing about others' intentions and misattributions of emotional cues are also implicated in child psychopathology [44,45].…”

Section: Introductionmentioning

confidence: 99%

Impaired performance on advanced Theory of Mind tasks in children with epilepsy is related to poor communication and increased attention problems

Lunn

Lewis

Sherlock

2015

Epilepsy & Behavior

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Children with epilepsy (CWE) have social difficulties that can persist into adulthood, and this could be related to problems with understanding others' thoughts, feelings, and intentions. This study assessed children's ability to interpret and reason on mental and emotional states (Theory of Mind) and examined the relationships between task scores and reports of communication and behavior. Performance of 56 CWE (8-16years of age) with below average IQ (n=17) or an average IQ (n=39) was compared with that of 62 healthy controls with an average IQ (6-16years of age) on cognition, language, and two advanced Theory of Mind (ToM) tasks that required children to attribute mental or emotional states to eye regions and to reason on internal mental states in order to explain behavior. The CWE-below average group were significantly poorer in both ToM tasks compared with controls. The CWE - average group showed a significantly poorer ability to reason on mental states in order to explain behavior, a difference that remained after accounting for lower IQ and language deficits. Poor ToM skills were related to increased communication and attention problems in both CWE groups. There is a risk for atypical social understanding in CWE, even for children with average cognitive function.

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“…Children with attention deficit hyperactivity disorder (ADHD) from early childhood have difficulty in their interpersonal relations (Demopoulos, Hopkins, & Davis, 2013) including poor self-control in social situations (Semrud-Clikeman, 2010). Although social problems are not part of the diagnostic of ADHD, impairment in social functioning is an associated feature (APA, 2013).…”

Section: Artículomentioning

confidence: 99%

Perfil multicontextual de los niños con Trastorno por Deficit de Atención e Hiperactividad en sus Competencias Sociales

Chiva¹

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AgradecimientosSon distintas las personas que han participado, directa o indirectamente, en este trabajo de tesis, opinando, corrigiendo, teniéndome paciencia, acompañándome en los momentos de crisis y en los de felicidad.Mi más amplio agradecimiento a mi directora de tesis la Dra. Rosa García Castellar, por la confianza depositada en mí, por su valiosa dirección, criterio y buen hacer en el trabajo para sacar adelante la presente tesis. Agradecer a mi co-directora la Dra. Pilar Jara Jiménez, por su importante aporte e incansable y gran labor en los análisis estadísticos. Quiero expresar mi más sincero agradecimiento a ambas, por el apoyo que me han dado durante estos años, no solamente a nivel laboral sino personal, y por su infinita paciencia. Gracias a ambas por creer en mí. Agradecer a la Asociación de Padres de Afectados por Déficit de Atención eHiperactividad de la provincia de Castellón, (APADAHCAS). Por colaboración e implicación para que se hiciera realidad este proyecto. En especial a Mª Teresa Saura.Mi profunda gratitud a compañeros de diferentes areás de mi trabajo Rosana, Oscar, Nuria y sobretodo a Francisco por haberme apoyado y ayudado, para poder sacar la tesis adelante.Por supuesto, mi más profundo y sentido agradecimiento a mi familia. Sin su apoyo y colaboración no habría sido posible haber finalizado este proyecto. A Mari, esa hermana que nunca he tenido. A mi tía Carmen, quien también a contribuido a que pudiese salir la tesis ayudando a mi madre a cuidar de mis hijos. A quien siempre se preocupa por mí, mi querido ahijado Ruben. A mis padres Mª Esperanza y Manolo, que tanto han hecho para que lograse cumplir todos mis sueños. Pues sin ellos no habría sido posible realizar la tesis, y ser quien soy ahora.Un especial agradecimiento a mi marido Miguel Angel, quien me apoya en todas las decisiones que tomo y quien siempre esta a mi lado, dando lo mejor de él.Y sobre todo a mis hijos Miquel y Guillem, que dais sentido a todo lo que hago en la vida. 9Believe anything is possible James Matthew Barrie 11 PrólogoEsta tesis doctoral se presenta con el objetivo de obtener el grado de Doctor en Psicología de la Universitat Jaume I de Castellón. En la tesis se reúne el trabajo de investigación realizado como psicóloga entre los años 2011 y 2016, sobre diferentes factores de las competencias sociales en niños con Trastorno por Déficit de Atención e Hiperactividad, (TDAH). Se presenta por compendio de artículos, de los cuales, dos están publicados en revistas científicas y uno está en proceso de revisión externa. Concretamente son los trabajos: Jara-Jiménez, P., García-castellar, R., Sánchez-chiva, D., & Herrero-Machancoses, F.(review). Predictive capacity of interpersonal variable on the "ADHD" children self- control. Research in Developmental DisabilitiesGarcía, R., . School context: Family satisfaction and social competence of children with AttentionDeficit/Hyperactivity Disorder (ADHD). & Behavioral Sciences, 29,[544][545][546][547][548][549][550][551] http://dx.doi.org/10.1016/j.sbspro.2011.11.274...

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A Comparison of Social Cognitive Profiles in children with Autism Spectrum Disorders and Attention-Deficit/Hyperactivity Disorder: A Matter of Quantitative but not Qualitative Difference?

Cited by 73 publications

References 83 publications

Social Cognition in Children with High-Functioning Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Associations with Executive Functions

Social Cognition in Children with High-Functioning Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Associations with Executive Functions

Impaired performance on advanced Theory of Mind tasks in children with epilepsy is related to poor communication and increased attention problems

Perfil multicontextual de los niños con Trastorno por Deficit de Atención e Hiperactividad en sus Competencias Sociales

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