Working Memory Low in Children With ADHD

2008 ◽  
Vol 36 (6) ◽  
pp. 22
Author(s):  
KERRI WACHTER
Keyword(s):  
Working Memory ◽  
Children With Adhd

Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study

2021 ◽  
pp. 108705472110120
Author(s):  
Kelly D. Carrasco ◽  
Chi-Ching Chuang ◽  
Gail Tripp
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Word Reading ◽  
Spatial Working Memory ◽  
Verbal Working Memory ◽  
The United States ◽  
Children With Adhd ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Predictors Of Academic Achievement

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.

Good Holders, Bad Shufflers: An Examination of Working Memory Processes and Modalities in Children with and without Attention-Deficit/Hyperactivity Disorder

2015 ◽  
Vol 22 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Ashley N. Simone ◽  
Anne-Claude V. Bédard ◽  
David J. Marks ◽  
Jeffrey M. Halperin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Digit Span ◽  
Specific Pattern ◽  
Significant Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Group Condition ◽  
Visual Spatial

AbstractThe aim of this study was to examine working memory (WM) modalities (visual-spatial and auditory-verbal) and processes (maintenance and manipulation) in children with and without attention-deficit/hyperactivity disorder (ADHD). The sample consisted of 63 8-year-old children with ADHD and an age- and sex-matched non-ADHD comparison group (N=51). Auditory-verbal and visual-spatial WM were assessed using the Digit Span and Spatial Span subtests from the Wechsler Intelligence Scale for Children Integrated - Fourth Edition. WM maintenance and manipulation were assessed via forward and backward span indices, respectively. Data were analyzed using a 3-way Group (ADHD vs. non-ADHD)×Modality (Auditory-Verbal vs. Visual-Spatial)×Condition (Forward vs. Backward) Analysis of Variance (ANOVA). Secondary analyses examined differences between Combined and Predominantly Inattentive ADHD presentations. Significant Group×Condition (p=.02) and Group×Modality (p=.03) interactions indicated differentially poorer performance by those with ADHD on backward relative to forward and visual-spatial relative to auditory-verbal tasks, respectively. The 3-way interaction was not significant. Analyses targeting ADHD presentations yielded a significant Group×Condition interaction (p=.009) such that children with ADHD-Predominantly Inattentive Presentation performed differentially poorer on backward relative to forward tasks compared to the children with ADHD-Combined Presentation. Findings indicate a specific pattern of WM weaknesses (i.e., WM manipulation and visual-spatial tasks) for children with ADHD. Furthermore, differential patterns of WM performance were found for children with ADHD-Predominantly Inattentive versus Combined Presentations. (JINS, 2016, 22, 1–11)

scholarly journals Intra-Individual Variability Among Children with ADHD on a Working Memory Task: An Ex-Gaussian Approach

2009 ◽  
Vol 15 (5) ◽  
pp. 441-459 ◽  
Author(s):  
Wendy M. Buzy ◽  
Deborah R. Medoff ◽  
Julie B. Schweitzer
Keyword(s):  
Working Memory ◽  
Memory Task ◽  
Individual Variability ◽  
Children With Adhd

scholarly journals Comparative Efficacy of Structured Games and Behavioural Parent Training on Working Memory in Children with Attention Deficit Hyperactivity Disorder: A Pilot Study

2020 ◽  
Author(s):  
Raghumahanti Raghuveer ◽  
. Ruchi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Parent Training ◽  
Attention Deficit ◽  
Uttar Pradesh ◽  
Test Time ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Behavioural Parent Training

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) may develop during the preschool years of the child and extend into adulthood. ADHD also leads to impaired Working Memory (WM) creating problems in various functions. Aim: To compare the effectiveness of behavioural parent training and structured games on WM of children with ADHD. Materials and Methods: This prospective interventional study was conducted in 18 schools of Ghaziabad City, Uttar Pradesh, India. Seventy subjects were selected based on Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) criteria. Group A (n=35) received structured games and Group B (n=35) received Behavioural Parent Training (BPT). Seguin Form Board Test Time (SFBTT) was recorded as outcome on baseline and 5th week. Student’s paired and unpaired t-test was done. SPSS 22.0 version was the software used and p<0.05 was considered as level of significance. Results: Analysed data showed significant results within structured games group with t=2.355, p<0.05, and no significant result within BPT group with t=-0.776, p>0.05. Between group comparison showed significant difference with t=-2.804, p<0.05. Conclusion: Training of WM in form of structured games can be an effective method when compared to BPT in children with ADHD.

scholarly journals Dopamine transporter genotype modulates brain activity during a working memory task in children with ADHD

2019 ◽  
Vol 92 ◽  
pp. 103430 ◽  
Author(s):  
Guillaume Pineau ◽  
Thomas Villemonteix ◽  
Hichem Slama ◽  
Martin Kavec ◽  
Danielle Balériaux ◽  
...  
Keyword(s):  
Working Memory ◽  
Dopamine Transporter ◽  
Brain Activity ◽  
Memory Task ◽  
Children With Adhd

scholarly journals Executive Function in Children with Attention Deficit/Hyperactivity Disorder: The NIH EXAMINER Battery

2013 ◽  
Vol 20 (1) ◽  
pp. 41-51 ◽  
Author(s):  
Jane E. Schreiber ◽  
Katherine L. Possin ◽  
Jonathan M. Girard ◽  
Celiane Rey-Casserly
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Executive Function ◽  
Cognitive Control ◽  
Attention Deficit ◽  
Memory Performance ◽  
Parent Report ◽  
Learning Problems ◽  
Children With Adhd ◽  
Hyperactivity Disorder

AbstractTheories of attention deficit/hyperactivity disorder (ADHD) increasingly highlight the role of neuropsychological impairment in ADHD; however, a consistent and identifiable pattern of performance on tests is not well established. The National Institutes of Health (NIH) Executive Abilities: Measures and Instruments for Neurobehavioral Evaluation and Research (EXAMINER) battery provides measures of common variance across multiple executive function tests within specific domains and was used to characterize which executive functions are most affected in children with ADHD. Thirty-two children (24 male), ages 8–15 years (M = 12.02; SD = 2.29), diagnosed with ADHD and no comorbid disorder completed the NIH EXAMINER battery. Sixty age and gender matched healthy controls were chosen from a database of participants enrolled in the NIH EXAMINER multi-site study. Children with ADHD performed worse on the working memory score compared with the controls. No differences were found on the cognitive control or fluency scores. For children with ADHD, poorer working memory performance predicted parent report of child learning problems. Cognitive control and fluency scores did not predict learning problems. In summary, working memory emerges as a primary impairment in children with ADHD who have no comorbid disorders. Furthermore, working memory weaknesses may underlie the academic problems often seen in children with ADHD. (JINS, 2013, 19, 1–11)

scholarly journals Children with low working memory and children with ADHD: same or different?

2014 ◽  
Vol 8 ◽  
Author(s):  
Joni Holmes ◽  
Kerry A. Hilton ◽  
Maurice Place ◽  
Tracy P. Alloway ◽  
Julian G. Elliott ◽  
...  
Keyword(s):  
Working Memory ◽  
Children With Adhd

scholarly journals Correlation between sleep disorder screening and executive dysfunction in children with attention deficit-hyperactivity disorder

2013 ◽  
Vol 71 (11) ◽  
pp. 896-901 ◽  
Author(s):  
Elizabeth Zambrano-Sanchez ◽  
Jose A. Martinez-Cortes ◽  
Minerva Dehesa-Moreno ◽  
Yolanda del Rio-Carlos ◽  
Adrian Poblano
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Executive Dysfunction ◽  
Group Method ◽  
Control Group ◽  
Intelligence Scale ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Pediatric Sleep Questionnaire

Objective To compare frequency of sleep disorders (SD) and executive dysfunction (ED) in children with attention deficit-hyperactivity disorder (ADHD) and a control group. Method We studied 156 children with ADHD with a mean age of 8.5 years, and a control group with 111 children with a mean age of 8.3 years. We utilized the Pediatric Sleep Questionnaire (PSQ) to screen SD and the working memory measurement from the Wechsler intelligence scale for children (WISC-IV) to screen ED. Results We did not observe an increased frequency of SD in children with ADHD compared with the controls. However, we did identify ED in children with ADHD; additionally a significant correlation was observed between the type of ADHD and SD and among ED, WISC-IV measurements, and type of SD in children with ADHD. Conclusion An increase of SD frequency in children with ADHD was not observed, but we did identify ED in children with ADHD. Additionally, a correlation among ADHD types, SD, ED, and WISC-IV measurements was observed in children with ADHD.

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