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


Ciray R. O., Ozyurt G., Turan S., Karagoz E., Ermis C., Ozturk Y., ...Daha Fazla

NORDIC JOURNAL OF PSYCHIATRY, cilt.76, ss.89-95, 2022 (SCI-Expanded) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 76
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1080/08039488.2021.1938211
  • Dergi Adı: NORDIC JOURNAL OF PSYCHIATRY
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Periodicals Index Online, EMBASE, MEDLINE, Psycinfo
  • Sayfa Sayıları: ss.89-95
  • Anahtar Kelimeler: ADHD, theory of mind, social cognition, pragmatic language use, emotion regulation, ATTENTION-DEFICIT/HYPERACTIVITY DISORDER, SCHOOL-AGE-CHILDREN, ASPERGER-SYNDROME, HYPERACTIVITY, SYMPTOMS, COMMUNICATION, DEFICITS, PARENT, ADULTS, MIND
  • Bursa Uludağ Üniversitesi Adresli: Evet

Özet

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.