The association between pragmatic language impairment, social cognition and emotion regulation skills in adolescents with ADHD
Küçük Resim Yok
Tarih
2022
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor and Francis
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Abstract
Objective
Attention Deficit and Hyperactivity Disorder (ADHD) is associated with significant pragmatic language impairment and theory of mind deficits, but there are only a handful of studies have investigated the relationship between them in these conditions. This study aimed that investigate two different aspects of Theory of Mind (ToM) (ToM decoding and reasoning), pragmatic language impairment, and emotion regulation in patients with ADHD.
Method
Seventy adolescents with ADHD were compared to matched 64 healthy controls. We administered Social Responsiveness Scale-2 (SRS-2), Difficulties in Emotion Regulation Scale (DERS), Kiddie-SADS, Conners Parent Rating Scale, Children’s Communication Checklist-2 (CCC-2), Faux Pas, Comprehension Test, and Reading Mind in the Eyes Test (RMET) to all study participants.
Results
The CCC-2 scores were found to be statistically significantly higher in the ADHD group than in healthy controls. ADHD group had lower performance in the Faces Test and RMET compared to healthy controls, which did not survive from false discovery rate correction. We also found that CCC-2 performance and Conners scores were significant predictors of social responsiveness.
Conclusion
Our results point to widespread impairment in pragmatic language use and communication from many perspectives. These results might be important to understand the difficulties in social functioning and interpersonal relationship in adolescents with ADHD.
Açıklama
Anahtar Kelimeler
ADHD, Social Cognition, Pragmatic Language Use, Emotion Regulation, Theory Of Mind
Kaynak
Nordic Journal Of Psychiatry
WoS Q Değeri
Q4
Scopus Q Değeri
Q2
Cilt
76
Sayı
2
Künye
Çiray, R. O., Özyurt, G., Turan, S., Karagöz, E., Ermiş, Ç., Öztürk, Y., & Akay, A. (2022). The association between pragmatic language impairment, social cognition and emotion regulation skills in adolescents with ADHD. Nordic journal of Psychiatry, 76(2), 89-95.
