Social skills deficits in a virtual environment among spanish children with ADHD
Impacto
Scholar |
Otros documentos de la autoría: Garcia-Castellar, Rosa; Jara Jiménez, Pilar; Sánchez-Chiva, Desirée; Mikami, Amori Y.
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
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10.1177/1087054715591850 |
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Título
Social skills deficits in a virtual environment among spanish children with ADHDFecha de publicación
2015-07Editor
Copyright © 2016 by SAGE PublicationsISSN
1087-0547Cita bibliográfica
GARCÍA-CASTELLAR, Rosa, et al. Social Skills Deficits in a Virtual Environment Among Spanish Children With ADHD. Journal of attention disorders, 2015, 1087054715591850.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://jad.sagepub.com/content/early/2015/07/01/1087054715591850.abstractVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Research assessing the social skills of children with ADHD has predominantly relied upon North American samples. In addition, most existing work has been conducted using methodology that fails to use a controlled peer ... [+]
Research assessing the social skills of children with ADHD has predominantly relied upon North American samples. In addition, most existing work has been conducted using methodology that fails to use a controlled peer stimulus; such methods may be more vulnerable to cultural influence. Method: We examined the social skills of 52 Spanish children (ages 8-12) with and without ADHD using a controlled Chat Room Task, which simulates a virtual social environment where peers’ responses are held constant, so that participants’ social skills may be assessed. Results: After statistical control of typing and reading comprehension skills, Spanish children with ADHD gave fewer prosocial comments and had greater difficulty remembering central details from the conversation between the peers, relative to comparison children. Conclusion: The virtual Chat Room Task may be useful to assess social skills deficits using a controlled paradigm, resulting in the identification of common social deficiencies cross-culturally. [-]
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Journal of attention disorders, 2015, 1087054715591850.Derechos de acceso
Copyright © 2016 by SAGE Publications
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http://rightsstatements.org/vocab/InC/1.0/
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