The association between pragmatic language impairment, social cognition and emotion regulation skills in adolescents with ADHD

Author(s):  
Remzi Oğulcan Çiray ◽  
Gonca Özyurt ◽  
Serkan Turan ◽  
Ezgi Karagöz ◽  
Çağatay Ermiş ◽  
...  
2019 ◽  
Vol 33 (5) ◽  
pp. 820-833 ◽  
Author(s):  
Herma J Westerhof-Evers ◽  
Annemarie C Visser-Keizer ◽  
Luciano Fasotti ◽  
Jacoba M Spikman

Background: Many patients with moderate to severe traumatic brain injury have deficits in social cognition. Social cognition refers to the ability to perceive, interpret, and act upon social information. Few studies have investigated the effectiveness of treatment for impairments of social cognition in patients with traumatic brain injury. Moreover, these studies have targeted only a single aspect of the problem. They all reported improvements, but evidence for transfer of learned skills to daily life was scarce. We evaluated a multifaceted treatment protocol for poor social cognition and emotion regulation impairments (called T-ScEmo) in patients with traumatic brain injury and found evidence for transfer to participation and quality of life. Purpose: In the current paper, we describe the theoretical underpinning, the design, and the content of our treatment of social cognition and emotion regulation (T-ScEmo). Theory into practice: The multifaceted treatment that we describe is aimed at improving social cognition, regulation of social behavior and participation in everyday life. Some of the methods taught were already evidence-based and derived from existing studies. They were combined, modified, or extended with newly developed material. Protocol design: T-ScEmo consists of 20 one-hour individual sessions and incorporates three modules: (1) emotion perception, (2) perspective taking and theory of mind, and (3) regulation of social behavior. It includes goal-setting, psycho-education, function training, compensatory strategy training, self-monitoring, role-play with participation of a significant other, and homework assignments. Recommendations: It is strongly recommended to offer all three modules, as they build upon each other. However, therapists can vary the time spent per module, in line with the patients’ individual needs and goals. In future, development of e-learning modules and virtual reality sessions might shorten the treatment.


2006 ◽  
Vol 7 (3) ◽  
pp. 202-211 ◽  
Author(s):  
Ingerith Martin ◽  
Skye McDonald

AbstractRight hemisphere damage (RHD) following unilateral stroke is often associated with impairment of pragmatic language, specifically, the ability to comprehend inferences that arise from language used in context. Three kinds of cognitive deficits have been proposed to explain the pragmatic deficits in RHD individuals, impaired Theory of Mind (TOM), weak central coherence (CC), and impaired executive function (EF). This study aims to evaluate the explanatory ability of these theories in relation to the comprehension of nonliteral (ironic) jokes versus literal lies. Twenty-one RHD patients and 21 age-matched controls were assessed on tasks tapping TOM, CC processing and general inference ability (EF) and the comprehension of irony. Second-order TOM and EF were found to play a significant role. However, neither construct, either in isolation or combined, completely explained the poor performance of RHD patients on this task compared to control participants.


2017 ◽  
pp. 1
Author(s):  
Emsal Şan ◽  
Sezen Köse ◽  
Burcu Özbaran ◽  
Tezan Bildik ◽  
Cahide Aydın

2014 ◽  
Vol 56 (1) ◽  
pp. 31-34 ◽  
Author(s):  
Jariya Chuthapisith ◽  
Pasinee Taycharpipranai ◽  
Rawiwan Roongpraiwan ◽  
Nichara Ruangdaraganon

Autism ◽  
1999 ◽  
Vol 3 (4) ◽  
pp. 371-396 ◽  
Author(s):  
Nicola Botting ◽  
Gina Conti-Ramsden

Sign in / Sign up

Export Citation Format

Share Document