Theory of Mind, Executive Function and Social Competence in Boys with ADHD

The Relationship Between Theory of Mind and Executive Function in a Sample of Children from Mainland China

“…Thus, ToM deficit seems to exist reliably for children with ASD. For ADHD children, the results showed that the ADHD group did as well as the normal group in ToM tasks, which confirms earlier studies [12][13][14].…”

“…A survey of the literature reveals mounting evidence that children with ADHD have unimpaired ToM but executive dysfunction [12][13][14].…”

Measuring Theory of Mind in Children. Psychometric Properties of the ToM Storybooks

“…This finding may form an important point of attention in evaluating children with suspected ToM problems. The inter-rater reliability of scoring the justifications is high (Cohen's Kappa [0.80, namely 0.81-0.97, even concerning the more stringent scoring criterion) (see also Charman et al 2001;Muris et al 1999). There were no differences in difficulty in judging the justifications of typically developing children versus children with PDD-NOS.…”

“…The child sits at the left side of the administrator, so it can see the drawings clearly (the drawings are on the left side of the book, while the accompanying text for the experimenter can be found on the right side). The drawings remain in front of the child during the questioning in order to prevent mistakes due to memory requirements (in agreement with Charman et al 2001).…”

Oppositional Defiant and Conduct Disorder Behaviors in Boys With Autism Spectrum Disorder With and Without Attention-Deficit Hyperactivity Disorder Versus Several Comparison Samples

“…The notion that a more molecular analysis of behavioral constructs or clinical phenotypes may be helpful in understanding the etiology of ASD (and neurobehavioral disorders in general) is addressed in three thoughtful reviews by Abrahams and Geschwind (2008), Belmonte et al (2004), and Szatmari et al (2007). Owing to the implications of (a) social cognition deficits for aggression in boys, particularly less verbal ones (Werner et al 2006), (b) findings that children at-risk for ADHD were not found to be impaired when completing advanced social cognition tasks compared to controls (Charman et al 2001;Perner et al 2002), (c) the importance of genetic factors in the etiology of both ASD (e.g., Ronald et al 2005;Rutter et al 1999) andCMTD (e.g., Comings et al 1996;Grados et al 2008), and (d) the role of environmental variables in child aggression (Bohman 1996;Cadoret et al 1995;Rutter et al 1999), it is reasonable to assume that biologic substrates of ASD, ADHD, and CMTD may interact with environmental variables resulting in different patterns of ODD and CD behaviors.…”