title: [Integrating model of the social adaptation of children with attention deficit hyperactivity disorder].
abstract: BACKGROUND
  Children with attention deficit hyperactivity disorder (ADHD) experience social difficulties affecting their personal and academic functioning.
  
  
  OBJECTIVE
  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.
  
  
  METHODS
  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.
authors.affiliation: Universidad de Valencia, 46071 Valencia, Espana.
authors.forename: B
authors.initials: B
authors.lastname: Rosello-Miranda
authors.affiliation: Universidad de Valencia, 46071 Valencia, Espana.
authors.forename: C
authors.initials: C
authors.lastname: Berenguer-Forner
authors.affiliation: Universidad Catolica de Valencia San Vicente Martir, Valencia, Espana.
authors.forename: I
authors.initials: I
authors.lastname: Baixauli-Fortea
authors.affiliation: Universidad de Valencia, 46071 Valencia, Espana.
authors.forename: A
authors.initials: A
authors.lastname: Miranda-Casas
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology*; D002648:Child; D004644:Emotions; D056344:Executive Function; D006801:Humans; D008960:Models, Psychological; D012917:Social Adjustment; D012920:Social Behavior Disorders