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World J Psychiatry. Feb 19, 2022; 12(2): 286-297
Published online Feb 19, 2022. doi: 10.5498/wjp.v12.i2.286
Common outcome, different pathways: Social information-processing deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder
Janice K Y Chan, Patrick W L Leung
Janice K Y Chan, Department of Clinical Psychology, United Christian Hospital, Hospital Authority, Hong Kong 999077, China
Patrick W L Leung, Department of Psychology, The Chinese University of Hong Kong, Hong Kong 999077, China
Author contributions: Chan JKY and Leung PWL jointly conceptualized the themes and messages of this manuscript; Chan JKY conducted the literature search and provided the first draft; Leung PWL critically revised the manuscript; Chan JKY and Leung PWL jointly finalized the manuscript.
Conflict-of-interest statement: There is no conflict of interest associated with any of the authors who contributed their efforts in this manuscript.
Open-Access: This article is an open-access article that was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution NonCommercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: https://creativecommons.org/Licenses/by-nc/4.0/
Corresponding author: Patrick WL Leung, PhD, Professor, Department of Psychology, The Chinese University of Hong Kong, No. 3/F Sino Building, Shatin, NT, Hong Kong 999077, China. pleung@cuhk.edu.hk
Received: May 31, 2021
Peer-review started: May 31, 2021
First decision: July 14, 2021
Revised: July 29, 2021
Accepted: January 13, 2022
Article in press: January 13, 2022
Published online: February 19, 2022
Processing time: 261 Days and 19 Hours
Abstract

Social functioning is a key domain of impairment in both autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). This review adopts the social information-processing model as the theoretical framework to compare and contrast the deficits of ASD and ADHD at each of the six steps of social information-processing. Both disorders show deficits at each step, but the nature and origins of the deficits are different. Thus, while both disorders exhibit a common outcome of social impairment, the exact pathways that each disorder traverses along the six steps of social information-processing are different. For ASD, there is a social knowledge/behaviour deficit arising from difficulties in social/emotional cue detection, encoding, and interpretation, leading to problems in joining and initiating social interaction. For ADHD, there is a performance deficit incurred by disruption arising from the ADHD symptoms of inattention and hyperactivity/impulsivity, while its acquisition capacity on social knowledge is relatively intact. The inattentive, intrusive, and impulsive behaviours of ADHD unsettle social interaction. Finally, this review proposes training targets for intervention along the six steps of the social information-processing model for ASD and ADHD, as well as areas for future research in further elucidating the social impairment of the two disorders.

Keywords: Autism spectrum disorder; Attention deficit/hyperactivity disorder; Social information-processing; Social impairment; Social skills training; Social outcome

Core Tip: Both autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) show deficits in social information-processing, but their nature and origins are different. While both disorders exhibit a common outcome of social impairment, the exact pathways that each disorder traverses along the social information-processing steps are different. For ASD, there is a social knowledge/behaviour deficit arising from difficulties in social/emotional cue detection, encoding, and interpretation, which lead to problems in joining and initiating social interaction. For ADHD, there is a performance deficit incurred by disruption arising from the ADHD symptoms of inattention and hyperactivity/impulsivity. The inattentive, intrusive, and impulsive behaviours of ADHD unsettle social interaction.