Social skills deficits in a virtual environment among spanish children with ADHD
Impact
![Google Scholar](/xmlui/themes/Mirage2/images/uji/logo_google.png)
![Microsoft Academico](/xmlui/themes/Mirage2/images/uji/logo_microsoft.png)
Metadata
Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
comunitat-uji-handle4:
INVESTIGACIONThis resource is restricted
10.1177/1087054715591850 |
Metadata
Title
Social skills deficits in a virtual environment among spanish children with ADHDDate
2015-07Publisher
Copyright © 2016 by SAGE PublicationsISSN
1087-0547Bibliographic citation
GARCÍA-CASTELLAR, Rosa, et al. Social Skills Deficits in a Virtual Environment Among Spanish Children With ADHD. Journal of attention disorders, 2015, 1087054715591850.Type
info:eu-repo/semantics/articleVersion
info:eu-repo/semantics/publishedVersionSubject
Abstract
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. [-]
Is part of
Journal of attention disorders, 2015, 1087054715591850.Rights
Copyright © 2016 by SAGE Publications
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/restrictedAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/restrictedAccess
This item appears in the folowing collection(s)
- PSI_Articles [597]