Abstract
In developmental research, the relationship between Executive Function (EF) and Theory of Mind (ToM) has been extensively assessed, and EF has been considered a condition for ToM. However, few researchers have studied the relationship between EF and ToM in clinical populations, especially that of Attention Deficit Hyperactivity Disorder (ADHD), a neurodevelopmental disorder characterized by symptoms of inattention and motor hyperactivity/impulsivity, in which EF is largely impaired. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model, 201 English and Spanish articles evaluating EF and ToM in ADHD were chosen. Fifteen papers met the inclusion criteria and were selected for further analysis. The first study dates from 2001. Most of the studies’ designs are cross-sectional, include mostly male children, have a small sample size, and were conducted in European countries. Unlike tasks assessing EF, tasks assessing ToM were heterogeneous across studies. The EFs most correlated with ToM were inhibitory control, working memory, cognitive flexibility, and attention. Interest in studying the relationship between EF and ToM in ADHD is recent,but increasing based on new findings and tuning of ToM instruments. However, while an association between EF and ToM is indicated in ADHD, the degree of prediction and predictability of one over the other cannot yet be established because of the studies’ heterogeneity.
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Acknowledgments
We thank the Editor and two anonymous reviewers for their comments and suggestions. WP-A is doctoral student at Universidad del Norte, Barranquilla, Colombia. Some of this work is to be presented in partial fulfilment of the requirements for the PhD degree. WP-A was supported by COLCIENCIAS, grant 673 of 2014. JIV was partially supported by research-grant FOFICO 32101 PE0031 from Universidad del Norte. The sponsor of the study had no role in the study design, data collection, data analysis, data interpretation or writing of the manuscript. WP-A and JE-C thank Maria Camila Pineda for her motivation and inspiration. JIV thanks Yolima Espinosa and Gabriela Perez for their love, patience and unconditional support.
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Appendix A: Abbreviations in Tables 1 and 2
Appendix A: Abbreviations in Tables 1 and 2
ASS: Active Social Scale
BRIEF: Behavior Rating Inventory of Executive Function
CBCL: Child Behavior Checklist
CPRS: Conners’ Parent Rating Scale
CPT: Continuous Performance Test
CTRS: Conners’ Teacher Rating Scale
DCCS: Dimensional Change Card Sort
FPT: Faux Pas Task
ISS: Interactive Sociability Scale
LGH: Luria’s Hand Game
NEPSY III: Development NEuroPSYchological Assessment, third edition
NEPSY II: Development NEuroPSYchological Assessment, second edition
PPVT-III: Peabody Picture Vocabulary Test III
RMET: Reading the Mind in the Eyes Test
SFB: Second-order False Belief
TAP: Test for Attentional Performance
TMT-B: Trail Making Test part B
TOMI: Theory of Mind Inventory
TRF: Teacher Report Form
VABS: Vineland Adaptive Behavior Scales
WAIS: Wechsler Intelligence Test for Adults
WAIS-R: Wechsler Intelligence Test for Adults, Revised
WCST: Wisconsin Card Sorting Test
WISC-III: Wechsler Intelligence Scale for Children III
WISC-IV: Wechsler Intelligence Scale for Children IV
WJ-R: Woodcock–Johnson Psycho-Educational Battery—Revised
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Pineda-Alhucema, W., Aristizabal, E., Escudero-Cabarcas, J. et al. Executive Function and Theory of Mind in Children with ADHD: a Systematic Review. Neuropsychol Rev 28, 341–358 (2018). https://doi.org/10.1007/s11065-018-9381-9
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DOI: https://doi.org/10.1007/s11065-018-9381-9