Social Cognition in Children with High-Functioning Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Associations with Executive Functions
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Other documents of the author: Miranda Casas, Ana; Berenguer Forner, Carmen; Roselló Miranda, Belén; Baixauli Fortea, Inmaculada; Colomer, Carla
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Title
Social Cognition in Children with High-Functioning Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Associations with Executive FunctionsAuthor (s)
Date
2017-06-23Publisher
Frontiers MediaBibliographic citation
MIRANDA, Ana; BERENGUER FORNER, Carmen; ROSELLÓ, Belén; BAIXAULI FORTEA, Inmaculada; COLOMER DIAGO, Carla. Social Cognition in Children with High-Functioning Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Associations with Executive Functions. Frontiers in Psychology (2017), v. 8Type
info:eu-repo/semantics/articleVersion
info:eu-repo/semantics/publishedVersionSubject
Abstract
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 ... [+]
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. [-]
Project title or grant
Frontiers in Psychology (2017), v. 8
Investigation project
1) Spanish project PSI2016-78109 (AEI/FEDER, UE) and 2) The predoctoral fellowship UV-INVPREDOC15- 265889.Rights
info:eu-repo/semantics/openAccess
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