The Processes Underlying Positive Illusory Bias in ADHD: The Role of Executive Functions and Pragmatic Language Skills

2021 ◽  
pp. 108705472110636
Author(s):  
Giulia Crisci ◽  
Ramona Cardillo ◽  
Irene C. Mammarella
Keyword(s):  
Social Competence ◽  
Executive Functions ◽  
Receptive Language ◽  
Pragmatic Language ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Children With Adhd ◽  
Pragmatic Language Skills ◽  
Social Difficulties

Objective: Children with ADHD often show a positive illusory bias (PIB), reporting an extremely positive idea of their own competence, despite their difficulties. The mechanisms underlying this phenomenon are still poorly understood. In the present study, we examined social PIB and investigated the role of executive functions (EFs) and pragmatic language (PL). Method: Forty-one children with ADHD and 42 typically-developing children matched on age, IQ, and receptive language were administered measures of social competence, EFs and PL. The parents were also asked to estimate their child’s social competence. Results: There was evidence of social difficulties and PIB in children with ADHD. Only PL, not EFs, seemed to mediate the association between ADHD and PIB. Conclusion: Our findings suggest that PL abilities should be considered in efforts to improve self-perception in children with ADHD.

Does Positive Illusory Bias Affect Self-Concept and Loneliness in Children With Symptoms of ADHD?

2018 ◽  
Vol 23 (11) ◽  
pp. 1274-1283 ◽  
Author(s):  
Agnese Capodieci ◽  
Giulia Crisci ◽  
Irene Cristina Mammarella
Keyword(s):  
Social Skills ◽  
Self Concept ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Children With Adhd ◽  
Social Difficulties

Objective: 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.

scholarly journals Event-Based Prospective Memory Deficit in Children with ADHD: Underlying Cognitive Factors and Association with Symptoms

2021 ◽  
Vol 18 (11) ◽  
pp. 5849
Author(s):  
Floriana Costanzo ◽  
Elisa Fucà ◽  
Deny Menghini ◽  
Antonella Rita Circelli ◽  
Giovanni Augusto Carlesimo ◽  
...  
Keyword(s):  
Prospective Memory ◽  
Positive Influence ◽  
Attentional Focus ◽  
Adhd Group ◽  
Typically Developing ◽  
Children With Adhd ◽  
The Road ◽  
Hyperactivity Disorder ◽  
Event Based

Event-based prospective memory (PM) was investigated in children with Attention deficit/hyperactivity disorder (ADHD), using a novel experimental procedure to evaluate the role of working memory (WM) load, attentional focus, and reward sensitivity. The study included 24 children with ADHD and 23 typically-developing controls. The experimental paradigm comprised one baseline condition (BC), only including an ongoing task, and four PM conditions, varying for targets: 1 Target (1T), 4 Targets (4T), Unfocal (UN), and Reward (RE). Children with ADHD were slower than controls on all PM tasks and less accurate on both ongoing and PM tasks on the 4T and UN conditions. Within the ADHD group, the accuracy in the RE condition did not differ from BC. A significant relationship between ADHD-related symptoms and reduced accuracy/higher speed in PM conditions (PM and ongoing trials), but not in BC, was detected. Our data provide insight on the adverse role of WM load and attentional focus and the positive influence of reward in the PM performance of children with ADHD. Moreover, the relation between PM and ADHD symptoms paves the road for PM as a promising neuropsychological marker for ADHD diagnosis and intervention.

Explicit and Implicit Positive Illusory Bias in Children With ADHD

2015 ◽  
Vol 22 (10) ◽  
pp. 994-1001 ◽  
Author(s):  
Christina C. Emeh ◽  
Amori Yee Mikami ◽  
Bethany A. Teachman
Keyword(s):  
Implicit Association Test ◽  
Control Method ◽  
Self Report ◽  
Implicit Associations ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Implicit Measures ◽  
Children With Adhd ◽  
Behavioral Competence ◽  
Self Perceptions

Objective: Children with ADHD overestimate their own social and behavioral competence when using explicit self-report measures, a phenomenon known as Positive Illusory Bias (PIB). This study examined whether children with ADHD show PIB when self-perceptions are measured implicitly, reflecting associations that are relatively difficult to consciously control. Method: Participants were 23 children (ages 6.8-9.8) with ADHD and 55 typically developing (TD) children. Children’s explicit self-perceptions of competence were measured via self-report on the Self-Perception Profile for Children; their implicit associations were assessed using an Implicit Association Test. Parent and teacher ratings formed an adult-reported composite indicator of children’s competence, to which children’s self-perceptions were compared. Results: Children with ADHD overestimated their competence as compared with adult-informant reports on both explicit and implicit measures, whereas TD children tended to be accurate. Conclusion: Inflated self-perceptions in children with ADHD may exist on an implicit level outside of conscious awareness.

scholarly journals Assessing language skills in adolescents with autism spectrum disorder

2018 ◽  
Vol 34 (2) ◽  
pp. 101-113 ◽  
Author(s):  
Diane King ◽  
Olympia Palikara
Keyword(s):  
Narrative Analysis ◽  
Language Skills ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Pragmatic Language ◽  
Typically Developing ◽  
Adolescents With Autism ◽  
Evaluative Language ◽  
Teachers And Parents ◽  
Adolescents With Asd

Language abilities in adolescents with autism spectrum disorders (ASDs) are variable and can be challenging to ascertain with confidence. This study aimed to compare and evaluate different forms of language assessment: standardized language testing, narrative analysis and parent/teacher reports. 14 adolescents with ASD and 14 typically developing adolescents matched on age, gender and nonverbal ability were assessed using a number of standardized assessments for receptive and expressive language skills, a standardized narrative test, two experimental narrative assessments and a parent/teacher report measure of pragmatics. The findings were that, although adolescents with ASD scored within the normal range on expressive and receptive language, their performance on narrative tasks revealed difficulties with both structural and evaluative language. It should be noted that both teachers and parents rated the pragmatic language skills of the young people with ASD as significantly lower than those of the typically developing group but parents were more likely than teachers to additionally identify difficulties in speech and syntax. The implications of these results for professionals in terms of assessing the language skills of adolescents with ASD and for the planning of appropriate intervention are discussed.

The role of general executive functions in receptive language switching and monitoring

2017 ◽  
Vol 21 (4) ◽  
pp. 839-855 ◽  
Author(s):  
JUSSI JYLKKÄ ◽  
MINNA LEHTONEN ◽  
ANNA KUUSAKOSKI ◽  
FRED LINDHOLM ◽  
SUZANNE C. A. HUT ◽  
...  
Keyword(s):  
Executive Functions ◽  
Reaction Times ◽  
Race Model ◽  
Receptive Language ◽  
Switch Costs ◽  
Mixing Costs ◽  
Control Hypothesis ◽  
General Semantic ◽  
Horse Race Model

We assessed language switch and mixing costs in a language-general semantic categorization task and examined how these costs relate to general inhibition and set shifting capacities. The participants were 51 native Finnish subjects with English as L2. The results showed significant symmetric language switch costs and, unexpectedly, a mixing advantage in L2: reaction times were faster in the mixed language block than in the single language block. The interactions with the general executive functions showed no consistent overall pattern. We argue that the L2 mixing advantage stems from statistical facilitation in line with a horse race model, or from opportunistic planning as suggested by the Adaptive Control hypothesis. We argue that the results overall indicate that lexical access in language reception is non-selective.

scholarly journals Motor competence difficulties and attention deficit and hyperactivity disorder (ADHD) among secondary students

2020 ◽  
Vol 20 (2) ◽  
pp. 47-62
Author(s):  
Miguel Villa ◽  
María Isabel Barriopedro Moro ◽  
Luis Miguel Ruiz Pérez
Keyword(s):  
At Risk ◽  
Executive Functions ◽  
Motor Skill ◽  
Child Behavior Checklist ◽  
Motor Coordination ◽  
Attention Problems ◽  
Adhd Group ◽  
Typically Developing ◽  
Motor Competence ◽  
Children With Adhd

A high proportion of children with Attention problems (ADHD) experience motor competence problems. The present study sought to compare the motor competence between a group of ADHD students and a normative sample before and after controlling for motor coordination problems, and check if there are differences between the group with ADHD and the group with DT, depending on the presence or not of the DCD concurrent with the ADHD.  A total of 22 children with ADHD combined type (ADHD-CT; 12–13 years, SD 0.7, 16 males, 6 females) and 23 age-matched typically developing children with no movement difficulties (12-13 years, SD 0.7 16 males, 7 females) participated in this study. Motor coordination was measured using the Movement Assessment Battery for Children-2nd Edition (MABC-2). ADHD symptoms were assessed by the school’s Department of Psychology.The ADHD diagnosis is based on  diagnostic criteria established by the Diagnostic and statistical manual of mental disorders, fifth edition (DSM-5), and the application of the following behavioral scales and evaluation of executive functions have been followed: Child Behavior Checklist for ages; Behavior Ratting Inventory of Executive Functions (BRIEF); Scales for the Evaluation of ADHD (EDAH). Based on the MABC-2 score (percentile score ≤ 5th), ADHD children were classified into two groups: co-occurring DCD/ADHD and ADHD group. Results showed that children with ADHD and typically developing (TD) children showed big individual differences on all motor skill areas and on overall percentile scores. Thirteen children with ADHD were delayed, and three were at risk for motor delays. Only four TD children were at risk for motor delays. DCD/ADHD group scored significantly lower than the TD group across all motor skill areas, while ADHD group scored lower than the TD group only on manual dexterity.

scholarly journals Disturbed microstructural integrity of the frontostriatal fiber pathways and executive dysfunction in children with attention deficit hyperactivity disorder

2012 ◽  
Vol 43 (5) ◽  
pp. 1093-1107 ◽  
Author(s):  
C. Y. Shang ◽  
Y. H. Wu ◽  
S. S. Gau ◽  
W. Y. Tseng
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Functions ◽  
Fractional Anisotropy ◽  
Attention Deficit ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Microstructural Integrity ◽  
Executive Dysfunctions

BackgroundAttention deficit hyperactivity disorder (ADHD) is recognized as an early-onset neuropsychiatric disorder with executive dysfunctions and neurobiological deficits. The authors compared executive functions and microstructural integrity of the frontostriatal circuit in children with ADHD and typically developing children.MethodWe assessed 25 children with ADHD and 25 age-, sex-, handedness- and intelligence-matched typically developing children by using psychiatric interviews, the Wechsler Intelligence Scale for Children – third edition, and the tasks involving executive functions in the Cambridge Neuropsychological Test Automated Battery. The frontostriatal tracts were reconstructed by diffusion spectrum imaging tractography and were subdivided into four functionally distinct segments, including dorsolateral, medial prefrontal, orbitofrontal and ventrolateral tracts. Tract-specific and matched case-control analyses were used and generalized fractional anisotropy values were computed.ResultsChildren with ADHD had lower generalized fractional anisotropy of all the bilateral frontostriatal fiber tracts and poorer performance in verbal and spatial working memory, set-shifting, sustained attention, cognitive inhibition and visuospatial planning. The symptom severity of ADHD and the executive functioning performance significantly correlated with integrity of the frontostriatal tracts, particularly the left orbitofrontal and ventrolateral tracts. Children with ADHD also demonstrated loss of the leftward asymmetry in the dorsolateral and medial prefrontal tracts that was present in typically developing children.ConclusionsOur findings demonstrate disturbed structural connectivity of the frontostriatal circuitry in children with ADHD and add new evidence of associations between integrity of the frontostriatal tracts and measures of core symptoms of ADHD and a wide range of executive dysfunctions in both groups.

Social Difficulties and Victimization in Children With SLI at 11 Years of Age

2004 ◽  
Vol 47 (1) ◽  
pp. 145-161 ◽  
Author(s):  
Gina Conti-Ramsden ◽  
Nicola Botting
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Expressive Language ◽  
Pragmatic Language ◽  
Typically Developing ◽  
Social Outcome ◽  
Language Difficulties ◽  
Competence Scale ◽  
Social Difficulties ◽  
Strengths And Difficulties

Specific language impairment is sometimes thought to be associated with concurrent difficulties in the area of social and behavioral development (N. Botting & G. Conti-Ramsden, 2000; D. P. Cantwell & L. Baker, 1987; M. Fujiki, B. Brinton, & C. Todd, 1996; S. Redmond & M. Rice, 1998). The present study follows a group of 242 children, initially studied at age 7 years when they attended language units in England, and assesses their social and behavioral status at age 11 years. In total, 64% of the children were found to have scores on the Rutter behavioral questionnaire (M. Rutter, 1967) of 9 or above (clinical threshold); 34% scored over the threshold for the Strengths and Difficulties questionnaire (R. Goodman, 1997); and 39% scored below average on the Peer Competence subscale of the Harter Perceived Competence Scale (S. Harter & R. Pike, 1984). On further analysis, these generalized difficulties were characterized mainly by poor social competence. In addition, 36% of the cohort were at risk of being regular targets for victimization compared to 12% of a comparison sample of typically developing peers. Few associations were found between social outcome and other measures, including nonverbal intelligence, overall linguistic skill, gender, and longitudinal measures taken previously. Importantly, however, pragmatic language difficulties measured on the Children's Communication Checklist (D. V. M. Bishop, 1998) were most strongly related to poor social outcome and to expressive language related to victimization.

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