دوره 10، شماره 1 - ( 12-1402 )
جلد 10 شماره 1 : e24 |
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Tehrani-Doost M, Mohammadzadeh A, Eslamdoust-Siahestalkhi F, Zavar Mousavi M. Evaluation of the effect of methylphenidate on theory of mind ability and facial emotion recognition in children with ADHD. CJP 2024; 10 (1)
URL: http://caspianjp.ir/article-1-256-fa.html
URL: http://caspianjp.ir/article-1-256-fa.html
Evaluation of the effect of methylphenidate on theory of mind ability and facial emotion recognition in children with ADHD. مجله کاسپین کودکان. 1402; 10 (1)
چکیده: (61 مشاهده)
Background and objective: Attention deficit-hyperactivity disorder (ADHD) is often associated with difficulties in social and emotional relationships. This study aimed to investigate the effect of methylphenidate on theory of mind ability and facial emotion recognition in children with ADHD.
Methods: This was an interventional study. A total of 25, school-age children with ADHD were selected for this study at Roozbeh Hospital in Tehran, Iran in 2019. The method of diagnosing ADHD was using the semi-structured KSADS-PL interview, Conner's Parent Rating Scale, Raven's Progressive Intelligence Test, Happe Strange Stories Test, and Facial Emotion Recognition task. The children then took methylphenidate for 6 weeks and were reassessed using the mentioned instruments.
Findings: The mean age and IQ of the children in our study were 8.88±1.47 years and 114.53±11.91, respectively. After treatment, children showed significantly better performance in blocks of Strange Stories Test, including mental state (p=0.05), physical (p=0.01), natural (p=0.01), and unlinked (p=0.02). A significant difference was observed in emotion recognition between pre- and post-treatment. After the intervention, children showed better accuracy in identifying angry (p=0.006), happy (p=0.022), and sad faces (p=0.002). The comparison of scores related to Conner’s test after treatment with methylphenidate showed significant improvement in inattention (p= 0.002), hyperactivity (p= 0.008), and ADHD index (p= 0.005).
Conclusion: Methylphenidate can improve social cognition components, including theory of mind ability and emotion recognition in children with ADHD.
Methods: This was an interventional study. A total of 25, school-age children with ADHD were selected for this study at Roozbeh Hospital in Tehran, Iran in 2019. The method of diagnosing ADHD was using the semi-structured KSADS-PL interview, Conner's Parent Rating Scale, Raven's Progressive Intelligence Test, Happe Strange Stories Test, and Facial Emotion Recognition task. The children then took methylphenidate for 6 weeks and were reassessed using the mentioned instruments.
Findings: The mean age and IQ of the children in our study were 8.88±1.47 years and 114.53±11.91, respectively. After treatment, children showed significantly better performance in blocks of Strange Stories Test, including mental state (p=0.05), physical (p=0.01), natural (p=0.01), and unlinked (p=0.02). A significant difference was observed in emotion recognition between pre- and post-treatment. After the intervention, children showed better accuracy in identifying angry (p=0.006), happy (p=0.022), and sad faces (p=0.002). The comparison of scores related to Conner’s test after treatment with methylphenidate showed significant improvement in inattention (p= 0.002), hyperactivity (p= 0.008), and ADHD index (p= 0.005).
Conclusion: Methylphenidate can improve social cognition components, including theory of mind ability and emotion recognition in children with ADHD.
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