The Association Between Attention Performance and Empathy in Children Diagnosed with ADHD

Abstract

Objective:

Attention-deficit/hyperactivity disorder (ADHD) is associated not only with cognitive impairments but also with deficits in social cognitive abilities, including empathy. Although attention and empathy have been individually studied in children with ADHD, the link between performance-based attention measures and empathy remains underexplored. Thus, this study examined the relationship between attention performance and empathy in children diagnosed with ADHD.

Method:

The sample included 53 children aged 7 to 12, consisting of 27 children diagnosed with ADHD and 26 typically developing control group. All participants were recruited from educational and clinical settings. Attention was measured using a computer-based Go/No-Go task, and empathy was assessed using the Reading the Mind in the Eyes Test (RMET). ADHD symptom severity was assessed using the Turgay DSM-IV-Based Disruptive Behavior Disorders Rating Scale (T-DSM-IV-S).

Results:

Children with ADHD made significantly more omission errors and scored lower on RMET than typically developing group. Significant negative correlations were found between RMET total score and omission errors and inattention scores. Regression analyses further supported these associations by indicating that attention-related variables significantly predicted empathy performance.

Conclusion:

Attention performance is closely associated with empathy in children with ADHD. These findings underscore the need for early and integrative interventions targeting both attentional and socio-cognitive dimensions in children with ADHD.