BACKGROUND Previous studies that have assessed social cognition in Attention-Deficit/Hyperactivity Disorder (ADHD) have produced inconsistent findings. To summarize these data and shed light upon moderators that may explain observed inconsistencies, we conducted a systematic review and meta-analysis exploring social cognition (Theory of Mind (ToM), Empathy, Facial and Non-Facial Emotion Recognition) and Everyday Social Skills in children and adolescents with ADHD. METHODS The current meta-analysis involved 142 studies including 652 effect sizes. These studies compared children and adolescents with ADHD (n = 8,300) and with typical development (n = 7,983). RESULTS Participants with ADHD exhibited moderate to very large deficits in ToM (SMD = 0.84, 95% CI = 0.68-0.99), Facial Emotion Recognition (SMD = 0.63, 95% CI = 0.46-0.81), and Everyday Social Skills (SMD = 1.23, 95% CI = 1.08-1.37). The magnitude of these impairments was similar when considering effect sizes adjusted for some covariates and the methodological quality of the studies. Few studies have investigated Empathy and Non-Facial Emotion Recognition, which precludes definitive conclusions. CONCLUSIONS Children and adolescents with ADHD experience robust impairments in ToM, Facial Emotion Recognition and Everyday Social Skills. Future studies should explore whether these deficits are a consequence of difficulties in other areas of cognition (e.g., executive functioning). We have made all our raw data open access to facilitate the use of the present work by the community (e.g., clinicians looking for tools, assessing social impairments, or researchers designing new studies).

中文翻译：

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研究综述：患有注意力缺陷/多动障碍的儿童和青少年的社会认知和日常社交技能：病例对照研究的荟萃分析。


背景 先前评估注意力缺陷/多动障碍（ADHD）社会认知的研究得出了不一致的结果。为了总结这些数据并阐明可能解释观察到的不一致的调节因素，我们进行了系统回顾和荟萃分析，探索社会认知（心理理论（ToM）、同理心、面部和非面部情绪识别）和日常社交技能患有多动症的儿童和青少年。方法 目前的荟萃分析涉及 142 项研究，其中包括 652 项效应量。这些研究比较了患有 ADHD 的儿童和青少年 (n = 8,300) 和典型发育儿童和青少年 (n = 7,983)。结果 患有 ADHD 的参与者在 ToM（SMD = 0.84，95% CI = 0.68-0.99）、面部情绪识别（SMD = 0.63，95% CI = 0.46-0.81）和日常社交技能（SMD = 1.23，95% CI = 1.08-1.37）。当考虑到根据某些协变量调整的效应大小和研究的方法学质量时，这些损害的程度是相似的。很少有研究调查同理心和非面部情绪识别，这排除了明确的结论。结论 患有 ADHD 的儿童和青少年在 ToM、面部情绪识别和日常社交技能方面存在严重障碍。未来的研究应该探讨这些缺陷是否是其他认知领域（例如执行功能）困难的结果。我们已开放所有原始数据，以方便社区使用当前的工作（例如，临床医生寻找工具、评估社会障碍或研究人员设计新研究）。