Social functioning in children with ADHD: an examination of inhibition, self-control, and working memory as potential mediators.

IF 1.6 3区 心理学 Q3 CLINICAL NEUROLOGY
Child Neuropsychology Pub Date : 2024-10-01 Epub Date: 2024-01-25 DOI:10.1080/09297049.2024.2304375
Caitlin C Bullard, R Matt Alderson, Delanie K Roberts, Miho O Tatsuki, Maureen A Sullivan, Michael J Kofler
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引用次数: 0

Abstract

Children with attention-deficit/hyperactivity disorder (ADHD) experience a host of social problems, in addition to significant impairments in behavioral inhibition, working memory, and self-control. Behavioral inhibition and working memory difficulties have been linked with social functioning deficits, but to date, most studies have examined these neurocognitive problems either in isolation or as an aggregate measure in relation to social problems, and none has considered the role of self-control. Thus, it remains unclear whether all of these executive functions are linked with social problems or if the link can be more parsimoniously explained by construct overlap. Fifty-eight children with ADHD and 63 typically developing (TD) children completed tests assessing self-control, behavioral inhibition, and working memory; parents and teachers rated children's social functioning. Examination of potential indirect effects with the bootstrapping procedure indicated that working memory mediated the relation between group membership (ADHD, TD) and child social functioning based on teacher but not parent ratings. Behavioral inhibition and self-control did not have direct relations with either parent- or teacher-rated social functioning. These findings point to important differences regarding how executive functioning difficulties manifest at school compared to home, as well as the specific executive function components that predict ADHD-related social difficulties.

多动症儿童的社交功能:抑制、自我控制和工作记忆作为潜在中介的研究。
患有注意力缺陷/多动障碍(ADHD)的儿童除了在行为抑制、工作记忆和自我控制方面有明显缺陷外,还会遇到一系列社交问题。行为抑制和工作记忆困难与社交功能缺陷有关,但迄今为止,大多数研究都是孤立地研究这些神经认知问题,或将其作为与社交问题相关的综合测量指标,没有一项研究考虑了自我控制的作用。因此,目前还不清楚这些执行功能是否都与社交问题有关,或者这种联系是否可以用结构重叠来解释。58名多动症儿童和63名发育正常(TD)儿童完成了评估自我控制、行为抑制和工作记忆的测试;家长和教师对儿童的社会功能进行了评分。利用引导程序对潜在的间接效应进行的研究表明,根据教师而非家长的评分,工作记忆在群体成员(多动症、TD)和儿童社会功能之间起着中介作用。行为抑制和自我控制与家长或教师评定的社会功能没有直接关系。这些研究结果表明,与家庭相比,执行功能障碍在学校的表现形式存在重大差异,而且预测与多动症相关的社交障碍的具体执行功能成分也存在重大差异。
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来源期刊
Child Neuropsychology
Child Neuropsychology 医学-临床神经学
CiteScore
4.10
自引率
9.10%
发文量
71
审稿时长
>12 weeks
期刊介绍: The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.
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