Working memory and emotional regulation predict social functioning in children with ADHD

Carrasco, K. D. (Kelly)¹, Chuang, C. (Chi-ching)¹, Tripp, G. (Gail)^1
1Children's Research Center, Okinawa Institute of Science & Technology Graduate University, 7542 Onna, 9040411, Onna-son, Okinawa, Japan

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

ADHD, working memory, emotional regulation, social skills, language

Summary

Social difficulties are common in children with ADHD, as are deficits in language, working memory and emotional regulation. Previous studies have shown self-regulation skills predict social competence in children with language disorders. Here we evaluated the contribution of language skills, working memory and emotional regulation to the social functioning of children with ADHD. Sixty-six 6-12-year-old children (70% male), their parents and teachers participated in the study. The children were diagnosed with ADHD (47% inattentive, 2% hyperactive/impulsive, 51% combined) following multi-method, multi-informant diagnostic assessments. They completed comprehensive cognitive, language and social assessments. The children’s structural language skills (CELF-5 Core), working memory (WISC-V WMI) and teacher’s report of their emotional regulation (BRIEF) correlated significantly with parent reported social skills. Hierarchical multiple regression analyses showed working memory and emotional regulation explained significant variance (i.e. > 10% each) in parent reported social skills. Working memory also mediated the relationship between structural language skills and parent reported social skills. The current findings highlight both working memory and emotional regulation as targets for intervention in efforts to improve the social functioning of children with ADHD.

Auteurs