Social cognition aspects in children with specific learning disorder, attention deficit hyperactivity disorder (ADHD) and normal controls

This study aimed to compare social cognition aspects (affective theory of mind, cognitive theory of mind, and emotion recognition) in children with specific learning disorders, attention deficit hyperactivity disorder (ADHD), and normal controls. In a causal-comparative study, 42 children with specific learning disorders, 43 children with ADHD, and 45 normal children were selected from primary schools and psychological services clinics in Karaj via a convenient sampling method. Research tools included Reading Mind in the Eyes test (Baron-Cohen et. al. 2001), False Belief Test (Baron-Cohen et. al. 1985), and Emotion Recognition Test (Benton, 1994). One-way ANOVA and multivariate analysis of variance (MANOVA) were used for analysis. Regarding the cognitive theory of mind, one-way ANOVA showed that children with specific learning disorders and ADHD got lower scores than normal children. There were significant differences between groups in affective theory of mind; so the normal group had a higher score than ADHD, and the learning disorder group had higher scores than the ADHD group. Furthermore, results revealed significant differences between normal and ADHD groups in happiness; so the normal group had higher scores. According to the results, it can be concluded that children with a learning disorder and ADHD in comparison with normal children have deficit in high levels of social cognitions, whereas, in low levels and primary stages of social cognitions there is no difference between these two groups. Therefore, social cognition interventions should be focused on the cognitive aspects.