Working Memory Deficits and Social Problems in Children with ADHD

    Authors

    M. J. Kofler; M. D. Rapport; J. Bolden; D. E. Sarver; J. S. Raiker;R. M. Alderson

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    J. Abnorm. Child Psychol.

    Keywords

    ADHD; Working memory; Social problems; Central executive; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; HYPERACTIVITY DISORDER; SYMPTOM INVENTORY-4; BEHAVIORAL-PROBLEMS; PEER RELATIONSHIPS; BOYS; VALIDITY; ADJUSTMENT; RELIABILITY; PERFORMANCE; Psychology, Clinical; Psychology, Developmental

    Abstract

    Social problems are a prevalent feature of ADHD and reflect a major source of functional impairment for these children. The current study examined the impact of working memory deficits on parent-and teacher-reported social problems in a sample of children with ADHD and typically developing boys (N=39). Bootstrapped, bias-corrected mediation analyses revealed that the impact of working memory deficits on social problems is primarily indirect. That is, impaired social interactions in children with ADHD reflect, to a significant extent, the behavioral outcome of being unable to maintain a focus of attention on information within working memory while simultaneously dividing attention among multiple, on-going events and social cues occurring within the environment. Central executive deficits impacted social problems through both inattentive and impulsive-hyperactive symptoms, whereas the subsidiary phonological and visuospatial storage/rehearsal systems demonstrated a more limited yet distinct relationship with children's social problems.

    Journal Title

    Journal of Abnormal Child Psychology

    Volume

    39

    Issue/Number

    6

    Publication Date

    1-1-2011

    Document Type

    Article

    Language

    English

    First Page

    805

    Last Page

    817

    WOS Identifier

    WOS:000294264800004

    ISSN

    0091-0627

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