4yr
The Processes Underlying Positive Illusory Bias in ADHD: The Role of Executive Functions and Pragmatic Language Skills - Giulia Crisci, Ramona Cardillo, Irene C. Mammarella, 2021
Source : https://doi.org/10.1177/10870547211063646
Abstract 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).
Conclusion: "Our findings suggest that PL abilities should be considered in efforts to improve self-perception in children with ADHD."
• Source: Journal of Attention Disorders
• Conclusions: “Our findings suggest that PL [pragmatic language] abilities should be considered in efforts to improve self-perception in children with ADHD.”
• In the current study, researchers assessed social competence, executive function, and pragmatic language in 41 children with ADHD and 42 children with normal development. Social competence was also estimated by parents.
• The researchers found positive illusory bias and social difficulties in children with ADHD. Only pragmatic language mediated the relationship between ADHD and positive illusory bias. Of note, PIB refers to an overestimation of competence by children with ADHD despite difficulties.
• The authors recommended personalizing treatments for children with ADHD to compensate for PIB. This personalization obviates worse long-term outcomes. PIB may also inhibit the efficacy of treatment in children with ADHD, with lack of insight impacting treatment.
• “Judging from the results of the present study, PL should be included among the social skills forming the object of treatments, and could be helpful in improving social perspective taking and realistic self-concept in children and adolescents with ADHD. This could prompt new recommendations for improving clinical approaches, as existing interventions for ADHD seem to have little effect in improving social skills and social perspective taking,” wrote the authors.
• Limitations of the current study include a small set of EF tasks. Additionally, PL was assessed based on parental reporting, with possible bias. Also, the power of the study was not calculated.