The association between pragmatic language impairment, social cognition and emotion regulation skills in adolescents with ADHD

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dc.authorid0000-0002-3412-9879en_US
dc.contributor.authorÇiray, Remzi Oğulcan
dc.contributor.authorÖzyurt, Gonca
dc.contributor.authorTuran, Serkan
dc.contributor.authorKaragöz, Ezgi
dc.contributor.authorErmiş, Çağatay
dc.contributor.authorÖztürk, Yusuf
dc.contributor.authorAkay, Aynur
dc.date.accessioned2023-07-03T09:56:12Z
dc.date.available2023-07-03T09:56:12Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Tıp Fakültesi, Dahili Tıp Bilimleri Bölümüen_US
dc.description.abstractAbstract 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.en_US
dc.identifier.citationÇiray, 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.en_US
dc.identifier.doi10.1080/08039488.2021.1938211
dc.identifier.endpage95en_US
dc.identifier.issn0803-9488
dc.identifier.issn1502-4725
dc.identifier.issue2en_US
dc.identifier.pmid34182872en_US
dc.identifier.scopus2-s2.0-85123969090en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage89en_US
dc.identifier.urihttp://dx.doi.org/10.1080/08039488.2021.1938211
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11224
dc.identifier.volume76en_US
dc.identifier.wosWOS:000667564800001en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.institutionauthorÖztürk, Yusuf
dc.language.isoenen_US
dc.publisherTaylor and Francisen_US
dc.relation.ispartofNordic Journal Of Psychiatryen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectADHDen_US
dc.subjectSocial Cognitionen_US
dc.subjectPragmatic Language Useen_US
dc.subjectEmotion Regulationen_US
dc.subjectTheory Of Minden_US
dc.titleThe association between pragmatic language impairment, social cognition and emotion regulation skills in adolescents with ADHDen_US
dc.typeArticleen_US

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