The Effect of Working Memory on Social Skills in Male Children with Adhd: A Structural Equation Model

ADHD is a nosological condition linked to impaired brain maturity, especially at the frontal temporal level, which generates neurocognitive behavioral and social alterations. Previous research has shown that ADHD is associated with deficits in executive functions, including working memory, which is relevant for regulating behavior and social interactions. This study analyzed the capacity of working memory as an explanatory element of social skills in schoolchildren diagnosed with ADHD, through a structural equation model. A sample of N = 250, males, diagnosed with ADHD, in school, aged between 9 and 12 years old, was used. The sampling was probabilistic. The structural equation model was developed in RCran 4.3.2 software; the social skills variable (endogenous) was measured with 6 observable variables (interaction with authority figures, interaction with opposite sex, being in evidence, assertive expression of annoyance, displeasure, interaction with strangers and acting in public), using the CANSO-N24 questionnaire. The working memory variable (exogenous) was measured with 5 observable variables (digits, letters/numbers, color, word and word/color), and WIS-IV and Stroop tests were applied. The model converged after 73 iterations; a p-value 0.05 was obtained in the Chi-square statistic, resulting in a fitted model. A positive covariance (0.17) was obtained between working memory and social skills, and a P(|z|) of 0.379, indicating a low significance. This study tested the theoretical prediction that better working memory would correlate with better social skills in schoolchildren diagnosed with ADHD. These results indicate that while there is a positive relationship, working memory is not the only factor explaining social skills in ADHD. This supports the theory that multiple factors, including other mental processes, genetic, and environmental influences, contribute to social skills development in ADHD.