Can Executive Functions Explain the Relationship Between Attention Deficit Hyperactivity Disorder and Social Adjustment?
Can Executive Functions Explain the Relationship Between Attention Deficit Hyperactivity Disorder and Social Adjustment?
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DOI：
10.1007/s10802-009-9302-8
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发表时间：
2009-07-01
影响因子：
3.6
通讯作者：
McBurnett, Keith
中科院分区：
文献类型：
--
作者：
Huang-Pollock, Cynthia L.;Mikami, Amori Yee;McBurnett, Keith
本研究考察了执行功能（EF）解释注意缺陷多动障碍（ADHD）状态与社会适应之间关系的能力，并通过家长和老师的报告以及标准化观察“聊天室”任务的表现进行了索引。患有合并亚型（ADHD-C, n = 23）、主要注意力不集中亚型（ADHD-I, n = 33）和非adhd对照（n = 36）的儿童参与了研究。EF对ADHD状态与家长或教师社会适应报告之间的关系没有中介作用。EF在ADHD状态和儿童检测微妙语言线索的能力以及聊天室任务中对话的记忆之间的差异中占了大约40-50%，但并没有调解ADHD与亲社会、敌对或主题陈述的数量之间的关系。结果与最近的其他报告一致，并表明EF缺陷在ADHD患者社交技能缺陷产生中的作用可能不像通常假设的那样突出。本文讨论了针对核心认知病因因素的干预方案的发展意义。
This study examined the ability of executive functions (EF) to account for the relationship between Attention Deficit Hyperactivity Disorder (ADHD) status and social adjustment as indexed by parent and teacher report and by performance on a standardized observational "chat room" task. Children with the Combined subtype (ADHD-C; n = 23), the Primarily Inattentive Subtype (ADHD-I; n = 33), and non-ADHD controls (n = 36) participated. EF did not mediate the relationship between ADHD status and parent or teacher report of social adjustment. EF accounted for about 40-50% of the variance between ADHD status and the ability of children to detect subtle verbal cues as well as memory for the conversation in the chat room task, but did not mediate the relationship between ADHD and the number of prosocial, hostile, or on-topic statements that were made. Results are consistent with other recent reports, and suggest that the role of EF deficits in the production of social skill deficits in ADHD may not be as prominent as is typically assumed. The implications for the development of intervention programs designed to target core cognitive etiologic factors are discussed.