A Comparative Study of Social Information Processing and Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder and Typically Developing Children

Hidayet Dikici; Selda Özdemir

Makale detayları

A Comparative Study of Social Information Processing and Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder and Typically Developing Children

Yazarlar:

Hidayet Dikici | Selda Özdemir

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.375-399

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297962

pISSN:

1304-7639

Anahtar kelimeler:

Özet:

 Introduction: Examining the performance of children with Attention Deficit Hyperactivity Disorder ADHD in each step of the social information processing and their executive functioning behaviors while comparing them to typically developing TD children and determining their limitations in these processes is important for reducing the future risks that children with ADHD may face in academic and social life. In this context, the aim of the study is to comparatively examine the social information processing and executive functioning behaviors of children with ADHD and TD children. Method: The study was conducted using a general survey model, which is one of the quantitative research designs. The participants of the study included 25 children diagnosed with ADHD, aged between 8 and 10, and 25 TD children of the same gender and age range. Additionally, 25 teachers and 50 parents participated in the study. The data collection tools used in the study were the Social Information Processing Assessment Form and the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions BRIEF. Findings: The study findings showed significant differences between children with ADHD and TD children in all stages of the Social Information Processing Assessment Form. Similar significant differences were also found in all the sub-scales and sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. The relationships between social information processing skills and executive functioning skills also revealed significant associations between some sub-stages of the Social Information Processing Skills Assessment Form and some sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. Discussion: The findings indicate that children with ADHD experience limitations in each of the six steps of the Social Information Processing Model and in some sub-dimensions of executive functions when compared to their TD peers. The findings emphasize the significance of the relationships between social information processing and executive functioning in the development of social and academic skills in children with ADHD.

 Introduction: Examining the performance of children with Attention Deficit Hyperactivity Disorder ADHD in each step of the social information processing and their executive functioning behaviors while comparing them to typically developing TD children and determining their limitations in these processes is important for reducing the future risks that children with ADHD may face in academic and social life. In this context, the aim of the study is to comparatively examine the social information processing and executive functioning behaviors of children with ADHD and TD children. Method: The study was conducted using a general survey model, which is one of the quantitative research designs. The participants of the study included 25 children diagnosed with ADHD, aged between 8 and 10, and 25 TD children of the same gender and age range. Additionally, 25 teachers and 50 parents participated in the study. The data collection tools used in the study were the Social Information Processing Assessment Form and the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions BRIEF. Findings: The study findings showed significant differences between children with ADHD and TD children in all stages of the Social Information Processing Assessment Form. Similar significant differences were also found in all the sub-scales and sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. The relationships between social information processing skills and executive functioning skills also revealed significant associations between some sub-stages of the Social Information Processing Skills Assessment Form and some sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. Discussion: The findings indicate that children with ADHD experience limitations in each of the six steps of the Social Information Processing Model and in some sub-dimensions of executive functions when compared to their TD peers. The findings emphasize the significance of the relationships between social information processing and executive functioning in the development of social and academic skills in children with ADHD.

 Introduction: Examining the performance of children with Attention Deficit Hyperactivity Disorder ADHD in each step of the social information processing and their executive functioning behaviors while comparing them to typically developing TD children and determining their limitations in these processes is important for reducing the future risks that children with ADHD may face in academic and social life. In this context, the aim of the study is to comparatively examine the social information processing and executive functioning behaviors of children with ADHD and TD children. Method: The study was conducted using a general survey model, which is one of the quantitative research designs. The participants of the study included 25 children diagnosed with ADHD, aged between 8 and 10, and 25 TD children of the same gender and age range. Additionally, 25 teachers and 50 parents participated in the study. The data collection tools used in the study were the Social Information Processing Assessment Form and the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions BRIEF. Findings: The study findings showed significant differences between children with ADHD and TD children in all stages of the Social Information Processing Assessment Form. Similar significant differences were also found in all the sub-scales and sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. The relationships between social information processing skills and executive functioning skills also revealed significant associations between some sub-stages of the Social Information Processing Skills Assessment Form and some sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. Discussion: The findings indicate that children with ADHD experience limitations in each of the six steps of the Social Information Processing Model and in some sub-dimensions of executive functions when compared to their TD peers. The findings emphasize the significance of the relationships between social information processing and executive functioning in the development of social and academic skills in children with ADHD.

 Giriş: Dikkat eksikliği ve hiperaktivite bozukluğu DEHB olan çocukların sosyal bilgi işleme sürecinde her bir basamakta gösterdikleri performansı ve yönetici işlev davranışlarını tipik gelişim gösteren TGG çocuklarla karşılaştırarak incelemek; süreçlerdeki sınırlılıkları belirlemek ve DEHB olan çocukları akademik ve sosyal hayatta gelecekte bekleyen riskleri azaltma açısından önemlidir. Bu bağlamda araştırmanın amacı DEHB olan çocuklarla TGG çocukların sosyal bilgi işleme süreçleri ve yönetici işlev davranışlarının karşılaştırılmalı incelenmesidir. Yöntem: Araştırma, nicel araştırma desenlerinden tarama modelinden, genel tarama modeli kullanılarak yürütülmüştür. Araştırmanın katılımcıları, 8-10 yaş aralığında, 25 DEHB tanısı almış çocuk ile yine aynı cinsiyette ve yaş aralığında TGG 25 çocuk olmak üzere 50 çocuktur. Araştırmaya 25 öğretmen ve 50 ebeveyn dahil olmuştur. Araştırmada veri toplama araçları olarak Sosyal Bilgi İşleme Süreci Değerlendirme Formu ve Yönetici İşlev Davranışlarını Değerlendirme Ölçeğinin anne-baba ve öğretmen formları kullanılmıştır. Bulgular: Araştırma bulguları DEHB olan çocuklarla TGG çocuklar arasında Sosyal Bilgi İşleme Süreci Değerlendirme Formunun tüm basamaklarında anlamlı farklılıklar olduğunu göstermiştir. Bu bulgularla benzer biçimde Yönetici İşlev Davranışları Derecelendirme Ölçeği Ebeveyn ve Öğretmen Formunun tüm alt ölçeklerinde ve alt boyutlarında da anlamlı farklılıklar saptanmıştır. Sosyal bilgi işleme süreci ve yönetici işlev davranışları arasındaki ilişkiler incelendiğinde ise Sosyal Bilgi İşleme Becerisi Değerlendirme Formunun bazı alt basamakları ile Yönetici İşlev Davranışları Derecelendirme Ölçeğinin Anne Baba ve Öğretmen Formunun bazı alt boyutları arasında anlamlı ilişkilerin olduğu saptanmıştır. Tartışma: Bulgular, DEHB olan çocukların TGG akranları ile kıyaslandığında Sosyal Bilgi İşleme Modelinin altı adımının her birinde ve yönetici işlevlerin bazı alt boyutlarında sınırlılıklar yaşadıklarını göstermektedir. Araştırma bulguları sosyal bilgi işleme ile yönetici işlevler arasındaki ilişkilerin DEHB olan çocukların sosyal ve akademik becerilerindeki önemine işaret etmektedir.

Makale detayları

A Comparative Study of Social Information Processing and Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder and Typically Developing Children

Yazarlar:

Hidayet Dikici | Selda Özdemir

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.375-399

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297962

pISSN:

1304-7639

Attention deficit and hyperactivity disorder

social information processing

executive functioning

social skills

behavioral problemsDikkat eksikliği ve hiperaktivite bozukluğu

sosyal bilgi işleme

yönetici işlevler

sosyal beceriler

davranış problemleri

Sayı

Makale detayları

Yazarlar: Hidayet Dikici | Selda Özdemir

Yayıncı: Ankara University

Dergi: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.375-399

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001297962

pISSN: 1304-7639

Sayı

Yazarlar:

Hidayet Dikici | Selda Özdemir

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.375-399

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297962

pISSN:

1304-7639