Belen Haza, Corentin J. Gosling, Flavia Ciminaghi, Laurence Conty, Charlotte Pinabiaux
{"title":"研究综述：患有注意力缺陷/多动症的儿童和青少年的社交认知和日常社交技能：病例对照研究的荟萃分析。","authors":"Belen Haza, Corentin J. Gosling, Flavia Ciminaghi, Laurence Conty, Charlotte Pinabiaux","doi":"10.1111/jcpp.14006","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Background</h3>\n \n <p>Previous studies that have assessed social cognition in Attention-Deficit/Hyperactivity Disorder (ADHD) have produced inconsistent findings. To summarize these data and shed light upon moderators that may explain observed inconsistencies, we conducted a systematic review and meta-analysis exploring social cognition (Theory of Mind (ToM), Empathy, Facial and Non-Facial Emotion Recognition) and Everyday Social Skills in children and adolescents with ADHD.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The current meta-analysis involved 142 studies including 652 effect sizes. These studies compared children and adolescents with ADHD (<i>n</i> = 8,300) and with typical development (<i>n</i> = 7,983).</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Participants with ADHD exhibited moderate to very large deficits in ToM (SMD = 0.84, 95% CI = 0.68–0.99), Facial Emotion Recognition (SMD = 0.63, 95% CI = 0.46–0.81), and Everyday Social Skills (SMD = 1.23, 95% CI = 1.08–1.37). The magnitude of these impairments was similar when considering effect sizes adjusted for some covariates and the methodological quality of the studies. Few studies have investigated Empathy and Non-Facial Emotion Recognition, which precludes definitive conclusions.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Children and adolescents with ADHD experience robust impairments in ToM, Facial Emotion Recognition and Everyday Social Skills. Future studies should explore whether these deficits are a consequence of difficulties in other areas of cognition (e.g., executive functioning). We have made all our raw data open access to facilitate the use of the present work by the community (e.g., clinicians looking for tools, assessing social impairments, or researchers designing new studies).</p>\n </section>\n </div>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"65 9","pages":"1245-1254"},"PeriodicalIF":6.5000,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Research Review: Social cognition and everyday social skills in children and adolescents with attention-deficit/hyperactivity disorder: a meta-analysis of case–control studies\",\"authors\":\"Belen Haza, Corentin J. Gosling, Flavia Ciminaghi, Laurence Conty, Charlotte Pinabiaux\",\"doi\":\"10.1111/jcpp.14006\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Previous studies that have assessed social cognition in Attention-Deficit/Hyperactivity Disorder (ADHD) have produced inconsistent findings. To summarize these data and shed light upon moderators that may explain observed inconsistencies, we conducted a systematic review and meta-analysis exploring social cognition (Theory of Mind (ToM), Empathy, Facial and Non-Facial Emotion Recognition) and Everyday Social Skills in children and adolescents with ADHD.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The current meta-analysis involved 142 studies including 652 effect sizes. These studies compared children and adolescents with ADHD (<i>n</i> = 8,300) and with typical development (<i>n</i> = 7,983).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Participants with ADHD exhibited moderate to very large deficits in ToM (SMD = 0.84, 95% CI = 0.68–0.99), Facial Emotion Recognition (SMD = 0.63, 95% CI = 0.46–0.81), and Everyday Social Skills (SMD = 1.23, 95% CI = 1.08–1.37). The magnitude of these impairments was similar when considering effect sizes adjusted for some covariates and the methodological quality of the studies. Few studies have investigated Empathy and Non-Facial Emotion Recognition, which precludes definitive conclusions.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>Children and adolescents with ADHD experience robust impairments in ToM, Facial Emotion Recognition and Everyday Social Skills. Future studies should explore whether these deficits are a consequence of difficulties in other areas of cognition (e.g., executive functioning). We have made all our raw data open access to facilitate the use of the present work by the community (e.g., clinicians looking for tools, assessing social impairments, or researchers designing new studies).</p>\\n </section>\\n </div>\",\"PeriodicalId\":187,\"journal\":{\"name\":\"Journal of Child Psychology and Psychiatry\",\"volume\":\"65 9\",\"pages\":\"1245-1254\"},\"PeriodicalIF\":6.5000,\"publicationDate\":\"2024-06-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Child Psychology and Psychiatry\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcpp.14006\",\"RegionNum\":1,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Child Psychology and Psychiatry","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcpp.14006","RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHIATRY","Score":null,"Total":0}
引用次数: 0
摘要
背景：以往对注意力缺陷/多动障碍（ADHD）患者的社会认知进行评估的研究结果并不一致。为了总结这些数据并揭示可能解释观察到的不一致的调节因素，我们对患有注意力缺陷/多动症的儿童和青少年的社会认知（心智理论（ToM）、移情、面部和非面部情绪识别）和日常社交技能进行了系统回顾和荟萃分析：目前的荟萃分析涉及 142 项研究，包括 652 个效应大小。这些研究对患有多动症（ADHD）的儿童和青少年（8300 人）和发育正常的儿童和青少年（7983 人）进行了比较：结果发现：患有多动症的参与者在ToM（SMD = 0.84，95% CI = 0.68-0.99）、面部情绪识别（SMD = 0.63，95% CI = 0.46-0.81）和日常社交技能（SMD = 1.23，95% CI = 1.08-1.37）方面表现出中度到非常严重的缺陷。如果考虑到根据一些协变量和研究方法质量调整后的效应大小，这些损伤的程度是相似的。很少有研究对移情和非面部情绪识别进行调查，因此无法得出明确结论：结论：患有多动症的儿童和青少年在ToM、面部情绪识别和日常社交技能方面存在严重缺陷。未来的研究应探讨这些缺陷是否是其他认知领域（如执行功能）困难的结果。我们开放了所有原始数据，以方便社会各界（如寻找工具、评估社交障碍的临床医生或设计新研究的研究人员）使用本研究成果。
Research Review: Social cognition and everyday social skills in children and adolescents with attention-deficit/hyperactivity disorder: a meta-analysis of case–control studies
Background
Previous studies that have assessed social cognition in Attention-Deficit/Hyperactivity Disorder (ADHD) have produced inconsistent findings. To summarize these data and shed light upon moderators that may explain observed inconsistencies, we conducted a systematic review and meta-analysis exploring social cognition (Theory of Mind (ToM), Empathy, Facial and Non-Facial Emotion Recognition) and Everyday Social Skills in children and adolescents with ADHD.
Methods
The current meta-analysis involved 142 studies including 652 effect sizes. These studies compared children and adolescents with ADHD (n = 8,300) and with typical development (n = 7,983).
Results
Participants with ADHD exhibited moderate to very large deficits in ToM (SMD = 0.84, 95% CI = 0.68–0.99), Facial Emotion Recognition (SMD = 0.63, 95% CI = 0.46–0.81), and Everyday Social Skills (SMD = 1.23, 95% CI = 1.08–1.37). The magnitude of these impairments was similar when considering effect sizes adjusted for some covariates and the methodological quality of the studies. Few studies have investigated Empathy and Non-Facial Emotion Recognition, which precludes definitive conclusions.
Conclusions
Children and adolescents with ADHD experience robust impairments in ToM, Facial Emotion Recognition and Everyday Social Skills. Future studies should explore whether these deficits are a consequence of difficulties in other areas of cognition (e.g., executive functioning). We have made all our raw data open access to facilitate the use of the present work by the community (e.g., clinicians looking for tools, assessing social impairments, or researchers designing new studies).
期刊介绍：
The Journal of Child Psychology and Psychiatry (JCPP) is a highly regarded international publication that focuses on the fields of child and adolescent psychology and psychiatry. It is recognized for publishing top-tier, clinically relevant research across various disciplines related to these areas. JCPP has a broad global readership and covers a diverse range of topics, including:
Epidemiology: Studies on the prevalence and distribution of mental health issues in children and adolescents.
Diagnosis: Research on the identification and classification of childhood disorders.
Treatments: Psychotherapeutic and psychopharmacological interventions for child and adolescent mental health.
Behavior and Cognition: Studies on the behavioral and cognitive aspects of childhood disorders.
Neuroscience and Neurobiology: Research on the neural and biological underpinnings of child mental health.
Genetics: Genetic factors contributing to the development of childhood disorders.
JCPP serves as a platform for integrating empirical research, clinical studies, and high-quality reviews from diverse perspectives, theoretical viewpoints, and disciplines. This interdisciplinary approach is a key feature of the journal, as it fosters a comprehensive understanding of child and adolescent mental health.
The Journal of Child Psychology and Psychiatry is published 12 times a year and is affiliated with the Association for Child and Adolescent Mental Health (ACAMH), which supports the journal's mission to advance knowledge and practice in the field of child and adolescent mental health.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
