Objective: Attention Deficit - Hyperactivity Disorder (ADHD), consisting of attention problems, hyperactivity and impulsivity as core symptoms together with social difficulties, is one of the most common neurodevelopmental disorders of childhood. Children with ADHD have been suggested to have problems with executive functions (EF) and social functioning. The difficulties in EF have many everyday implications such as inşuence on academic achievement, and social competence. Social dysfunctioning may be of crucial importance for the prognosis of children with ADHD.
Methods: In this study, we examined the EF and social responsiveness of the children with ADHD and compared them with those of control group. Forty three children with the diagnosis of ADHD and age matched 33 controls were assessed by a detailed form for sociodemographic characteristics and Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version for clinical psychiatric diagnoses. Parents of the participants completed Behavioral Rating Inventory of Executive Functions (BRIEF), Social Responsiveness Scale (SRS).
Results: Inhibition, set-shifting, emotional control, initiation, working memory, planning and organization, organization of materials and monitoring subscores of BRIEF, BRIEF total score and SRS total score were significantly higher in the ADHD group (p<0.05). In the ADHD group, BRIEF total score were moderately correlated with SRS total score (r=0.58; p<0.05).
Conclusion: It was found that the children with ADHD demonstrated much more impairment in executive functions and social responsiveness. These problems necessitate clinical attention.