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Theory of mind, executive function and social relationships in children with ADHD

Carroll, Frances; (1997) Theory of mind, executive function and social relationships in children with ADHD. Doctoral thesis (D.Clin.Psy.), UCL (University College London). Green open access

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Abstract

Children with ADHD have documented problems with social interaction and executive function. In a different group with social problems - individuals with autism - executive function and theory of mind impairment have been suggested as primary deficits. The present study investigated the relationship between social impairment, theory of mind and executive function in children with ADHD. Clinically referred boys (mean age 8 years) (n = 22) were compared with a group of normally developing boys (n = 22) of the same age and were significantly more impaired on parent rated measures of social functioning (the Vineland Adaptive Behaviour Scales). The groups did not differ on laboratory measures of second order and higher order theory of mind. After age and IQ were taken into account, the ADHD group were less efficient on one of the executive function tasks (the Go No Go task of motor response inhibition) but were just as efficient as the controls on the other (the Tower of Hanoi planning task). The findings are discussed with reference to theories of social functioning and implications clinically.

Type: Thesis (Doctoral)
Qualification: D.Clin.Psy.
Title: Theory of mind, executive function and social relationships in children with ADHD
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Thesis digitised by ProQuest.
Keywords: Psychology; Executive function
URI: https://discovery.ucl.ac.uk/id/eprint/10099025
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