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Social functioning and self-perception of social abilities in children and adolescents with Attention Deficit/Hypoeractivity Disorder
No full textChildren and adolescents with ADHD encountered several difficulties during their development, not directly linked to the inattention and hyperactivity traits (Barkley, 2014) and mainly linked to their social functioning (Semrud-Clikeman et al., 2010).
Despite several authors (see for a review Harpin et al., 2016) focused on the social functioning impairment associated to ADHD, few studies have directly assessed these characteristics with lab-based tasks. Furthermore, the role of additional factors (e.g., Theory of Mind, EFs, communication) which could influence the social functioning of children and adolescents with ADHD is still not clear enough (Beauchamp & Anderson, 2010).
Moreover, several studies have suggested that children with ADHD may overestimate their own competences in various areas of functioning (Owens et al., 2007) compared to external criteria. On the other hand some contradictory results have been observed (see for a review Owens et al., 2007) and it is still not clear if this overestimation of abilities affects several areas of functioning and whether it is specific for ADHD population, or different in other neurodevelopmental disorders (McQuade et al., 2011, 2017).
The main aim of the present PhD dissertation is to improve our knowledge of two main developmental areas of children with ADHD: social functioning and self-perception of abilities. Four different studies were carried out, enrolling children and adolescents with a clinical diagnosis of ADHD, children and adolescents with autism spectrum disorder and typically developmental children, matched for gender, age and IQ.
Firstly, to better understand the specific characteristics of ADHD in the two areas, a cross-disorder comparisons approach was used. Secondly, some aspects of social functioning and self-perception of abilities which emerge as peculiar of ADHD have been deeply examined in this population, considering the role of additional factors (e.g., Theory of Mind, EFs, communication) (Beauchamp & Anderson, 2010; Owens et al., 2007). New tasks and stimuli have been devised in order to assess the previously mentioned abilities.
General conclusions derived from the main findings of the four studies, limitations as well as clinical implications have been highlighted in the final chapter of this dissertation.Children and adolescents with ADHD encountered several difficulties during their development, not directly linked to the inattention and hyperactivity traits (Barkley, 2014) and mainly linked to their social functioning (Semrud-Clikeman et al., 2010).
Despite several authors (see for a review Harpin et al., 2016) focused on the social functioning impairment associated to ADHD, few studies have directly assessed these characteristics with lab-based tasks. Furthermore, the role of additional factors (e.g., Theory of Mind, EFs, communication) which could influence the social functioning of children and adolescents with ADHD is still not clear enough (Beauchamp & Anderson, 2010).
Moreover, several studies have suggested that children with ADHD may overestimate their own competences in various areas of functioning (Owens et al., 2007) compared to external criteria. On the other hand some contradictory results have been observed (see for a review Owens et al., 2007) and it is still not clear if this overestimation of abilities affects several areas of functioning and whether it is specific for ADHD population, or different in other neurodevelopmental disorders (McQuade et al., 2011, 2017).
The main aim of the present PhD dissertation is to improve our knowledge of two main developmental areas of children with ADHD: social functioning and self-perception of abilities. Four different studies were carried out, enrolling children and adolescents with a clinical diagnosis of ADHD, children and adolescents with autism spectrum disorder and typically developmental children, matched for gender, age and IQ.
Firstly, to better understand the specific characteristics of ADHD in the two areas, a cross-disorder comparisons approach was used. Secondly, some aspects of social functioning and self-perception of abilities which emerge as peculiar of ADHD have been deeply examined in this population, considering the role of additional factors (e.g., Theory of Mind, EFs, communication) (Beauchamp & Anderson, 2010; Owens et al., 2007). New tasks and stimuli have been devised in order to assess the previously mentioned abilities.
General conclusions derived from the main findings of the four studies, limitations as well as clinical implications have been highlighted in the final chapter of this dissertation
Social Functioning in Children and Adolescents with ADHD and Autism Spectrum Disorder: A Cross-Disorder Comparison
No full textObjectiveSocial functioning can be defined according to three main components: social perception, social performance, and social knowledge. Although they are important in daily life relationships and in children's adaptation, these components have never been tested together in children and adolescents with Attention Deficit/Hyperactivity Disorder (ADHD) or with Autism Spectrum Disorder (ASD) using lab-based tasks. The present study used a cross-disorder approach to compare the performance of children with ADHD and ASD and non-diagnosed (ND) peers utilizing a task that involves these three fundamental social functioning components.MethodsTwo hundred and twenty-five Italian children (86% boys) aged between 8 and 16 (66 with a clinical diagnosis of ADHD; 51 with a clinical diagnosis of ASD, level 1; 108 ND children) were enrolled. The three groups were matched for age, gender, and IQ. Social functioning was assessed using a lab-based task, including videos of problematic interactions among peers, created ad hoc for the study, and a semi-structured interview based on the Social Information Processing model.ResultsData were analyzed using one-way ANOVAs and multinomial mixed effects models. Our findings suggested that both groups with ADHD and ASD presented social functioning difficulties in comparison to ND children. However, a different pattern of performance emerged. Children with ADHD showed higher difficulties in social performance than those with ASD, whereas autistic children revealed more difficulties in social perception and in some aspects of social knowledge.ConclusionsOur findings have important clinical implications for assessment, intervention, and differential diagnosis, and should encourage clinicians to investigate different aspects of social functioning and identify specific strengths and weaknesses in each social profile
Bambini con sintomi ADHD: Relazione tra problematiche internalizzanti e abilità sociali
No full textChildren with attention deficit and hyperactivity disorder (ADHD) have often co-morbidities, such as relational difficulties and internalizing problems. This study aims to analyze the relationship between ADHD symptoms, social abilities and internalizing problems. Children aged between 7 and 10 years and their teachers were presented with some self-report questionnaires. The results show an agreement between teacher and child assessments on classmates’ social skills. It also emerges that relational difficulties mediate between ADHD symptoms and internalizing disorders. Suggestions for the clinical intervention with children with ADHD symptoms that also show social and/or internalizing disorders are discussed
Does Positive Illusory Bias Affect Self-Concept and Loneliness in Children With Symptoms of ADHD?
No full textObjective: Positive illusory bias (PIB) has been amply studied in children with ADHD, but its function is still limited understanding. Method: In a sample of 21 children with symptoms of ADHD, this study investigated whether they were more likely to be rejected by peers and examined PIB, and its influence on self-concept and loneliness, comparing the children with symptoms of ADHD with children who had weak social skills, but no ADHD. The children’s and teachers’ perception of social difficulties were compared, and self-concept and loneliness were analyzed in the two groups, which were also compared with typically developing (TD) children. Results: The results showed the presence of PIB on social skills in children with symptoms of ADHD, but this phenomenon did not give them a higher self-concept, which was similar to that of children with weak social skills and lower than in TD children. Conclusion: The implications of these findings are discussed
Social perception in children and adolescents with ADHD: The role of higher-order cognitive skills
Full text linkDespite children with ADHD frequently experiencing difficulties in social perception, the mechanisms underlying this impairment have been poorly explored. In this study, we examined social perception in children with ADHD, comparing them with typically-developing (TD) children on semi-naturalistic tasks, and considering the effect of nonverbal signal recognition. Our aim was to ascertain whether the two groups' social perception related to different types of stimulus (video, audio or combined/multimodal). The role of three higher-order cognitive skills (theory of mind, attention and pragmatic language) was also investigated. Thirty-six children with ADHD, and 36 TD controls were tested. Social perception was significantly associated with participants' ability to recognize nonverbal signals, and with the stimulus presentation modality. Children with ADHD only performed less well than TD children with combined stimuli. As concerns the higher-order cognitive skills, theory of mind had a significant role in both groups, but only with the video and combined stimuli, while attention explained most of the variance in social perception for all types of stimulus. Better pragmatic language skills were only associated with a better social perception in TD children, whatever the type of stimulus presented. Semi-naturalistic tasks should be included when assessing social perception in ADHD, and both theory of mind and attention should be the object of efforts to enhance social perception in the ADHD population
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Evidence of a two-factor structure for Internet Gaming Disorder and Social Media Disorder: Psychometric properties of a new screening instrument for adolescents and adults
Full text linkCurrently, there is no screening instrument available for assessing both internet gaming disorder (IGD) and social media disorder (SMD). This study aimed to examine the reliability and factor structure of a new screening instrument for adolescents and adults, the Gaming and Social Media Questionnaire (GSMQ-9), and to investigate its association with psychosocial outcomes (i.e., psychosomatic problems, self-concept, and social problems for adults and quality of life for adolescents). Survey data were collected from 995 university students and 626 adolescents. Results showed that a two-factor solution, representing Heavy Involvement and Negative Consequences, had a better model fit compared to a one-factor solution for both IGD and SMD and for both adolescents and adults. The internal consistency was acceptable, and the test-retest reliability was excellent. Negative Consequences were significantly more strongly related to all psychosocial outcomes compared to Heavy Involvement. The proportion of participants meeting the DSM-5 symptom criteria according to self-ratings on the GSMQ-9 was 1.4% (adolescents) and 1.8% (adults) for IGD and 2.6% (adolescents) and 4.0% (adults) for SMD. Conclusively, the GSMQ-9 appears to be a reliable two-factor screening instrument for IGD and SMD among adults and adolescents
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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