NURULLAH BOLAT, DAMLA EYÜBOĞLU, MURAT EYÜBOĞLU, Enis SARGIN, KAYI ELİAÇIK

Dikkat eksikliği ve hiperaktivite bozukluğu olan çocuk ve ergenlerde zihin kuramı ve duygu tanıma

Amaç: Dikkat eksikliği ve hiperaktivite bozukluğu (DEHB) olan çocuklar sosyal davranışlarda yetersizlik göstermektedir. Zihin kuramı ve duygu tanıma sosyal bilişin temel öğeleridir. Bu çalışmanın amacı DEHB'li çocuklarda zihin kuramı ve duygu tanıma becerilerini incelemektir. Yöntem: DEHB'li 69 hasta ile birlikte kontrol grubu olarak 69 sağlıklı gelişen olgu çalışmaya alındı. İki gruba da Zihin Kuramı Yönergeleri, Kavrama Testi ve Beklenmedik Sonuçlar Testi uygulandı. Bulgular: Birinci sıra, ikinci sıra ve toplam Zihin Kuramı Yönerge puanları DEHB olan grupta kontrollere göre anlamlı derecede düşük olarak saptandı. Bunun yanında çalışma grubu olguları Beklenmedik Sonuçlar Testi ve Kavrama Testinde daha düşük başarı gösterdi. Zihin Kuramı ve Beklenmedik Sonuçlar Testi, Zihin Kuramı ve Kavrama Testi, Kavrama Testi ve Beklenmedik Sonuçlar Testi puanları arasında pozitif bağıntı saptandı. Sonuç: Bulgularımız DEHB'li çocukların zihin kuramı ve duygu tanıma becerilerinde sorunlar yaşadığını göstermektedir. DEHB'li çocuklarda zihin kuramı ve duygu tanıma sorunlarının açıklığa kavuşturulması uygun girişim yöntemlerinin geliştirilmesine katkı sağlayabilir.

Emotion recognition and theory of mind deficits in children with attention deficit hyperactivity disorder

Objective: Children diagnosed with attention deficit hyperactivity disorder (ADHD) appear to represent insufficient social behavior. Emotion recognition and theory of mind (ToM) abilities are the main domains of social cognition. The purpose of the study was to evaluate the emotion recognition and ToM abilities of children with ADHD. Methods: Sixty-nine patients diagnosed with ADHD and 69 typically developing children participated as the control group in this study. ToM Tasks, Comprehension Test (CT) and Unexpected Outcomes Test (UOT) were applied in both groups. Results: According to the first order ToM Task scores, second order ToM Task scores and total scores of ToM Task, ADHD group have significantly lower scores compared to the controls. In addition, cases in the study group performed poorly on CT and UOT. The findings showed positive correlation between total ToM scores and UOT scores, ToM scores and CT scores, UOT scores and CT scores. Conclusion: Our results clearly revealed that children with ADHD encounter problems with ToM and emotion recognition. Elucidating the deficits in emotion recognition and ToM may contribute to the development of proper interventions in the children with ADHD.

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