[Integrating model of the social adaptation of children with attention deficit hyperactivity disorder].

INTRODUCTION

Children with attention deficit hyperactivity disorder (ADHD) experience social difficulties affecting their personal and academic functioning.

AIM

To review the research addressing the influence of cognitive/affective abilities involved in their social adaptation, from the perspective of an integrative model that includes executive functioning, theory of mind and pragmatic language.

DEVELOPMENT

Research shows an association between executive functioning (working memory, inhibition, planning), pragmatic abilities, performance in theory of mind tasks, and the social problems experienced by individuals with ADHD.

CONCLUSIONS

Although literature supports a relationship between these constructs, deficits observed in theory of mind tasks or language use, seem rather to reflect a procedural deficit than a conceptual impairment.