Clinical and Neuropsychological Profile in a Sample of Brazilian Children with Attention Deficit Hyperactivity Disorders (ADHD)

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
S. Rizzutti ◽  
E.G. Sinnes ◽  
L.F. Coelho ◽  
L. Freitas ◽  
D. Pinheiro ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Rehabilitation ◽  
Performance Test ◽  
Memory Performance ◽  
Motor Planning ◽  
Continuous Performance Test ◽  
Diagnostic Procedures ◽  
Children With Adhd ◽  
Neuropsychological Profile ◽  
Brazilian Children

The main objective of this study was to analyse the clinical and neuropsychological profile of a sample of Brazilian children with ADHD, in order to contribute for diagnostic procedures. Participants were 150 children aged 7 to 14 with complaints of attention difficulties and/or hyperactivity. They were assessed by a multidisciplinary team with a battery of neuropsychological tests.Results:75 children (55 male) fulfilled the criteria for ADHD: 35 of inattentive type, 28 of combined type and 12 hyperactive/impulsive. In addition, 33 (44%) of the children had comorbities. Children with higher scores for hyperactivity and impulsivity showed low performance in these working memory measures than those with other types. In the Conners’ Continuous Performance Test (CPT), a higher rate of omissions was found in the inattentive group. Children with comorbidity of oppositional desafiant disorder presented lower ISI and Hit RT scores in addition to higher rates of omission.Conclusion:This study suggests that neuropsychological profile in children with ADHD is associated to specific differences in working memory performance and also in specific measures of the CPT. In addition, better defined tests, involving not only attention and motor planning may determine different neuropsychological profiles and, consequently, different approaches in cognitive rehabilitation.

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)

Cognitive Correlates of Math Performance in School-Aged Children with Sickle Cell Disease and Silent Cerebral Infarcts

2020 ◽  
Author(s):  
Rachel K Peterson ◽  
Suzan Williams ◽  
Laura Janzen
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Performance Test ◽  
Digit Span ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Parent Ratings ◽  
Cell Disease ◽  
Math Fluency ◽  
Math Difficulties

Abstract Objective Attention, processing speed, executive functioning, and math difficulties are common in youth with sickle cell disease (SCD) with silent cerebral infarcts (SCI). This study investigated the cognitive underpinnings of math difficulties in children with SCD and SCI. Method Youth (n = 68) with SCD and SCI completed measures of attention [Digit Span forward (DSF); Conners Continuous Performance Test-Third Edition/Kiddie Conners Continuous Performance Test-Second Edition (CPT-3/KCPT-2)]; working memory [Wechsler Intelligence Scales (WPPSI-IV, WISC-IV, WISC-V, WAIS-IV), Working Memory Index (WMI), Digit Span backwards (DSB)]; processing speed [WPPSI-IV, WISC-IV, WISC-V, WAIS-IV Processing Speed Index (PSI)]; math reasoning [Wechsler Individual Achievement Test-Third Edition (WIAT-III) Mathematics composite (MC)]; and math fluency [WIAT-III Math Fluency composite (MF)] as part of a clinical neuropsychological evaluation. Parent ratings of attention and executive functioning were obtained [Behavior Assessment System for Children-Third Edition (BASC-3), Behavior Rating Inventory of Executive Function (BRIEF)]. Results MC was positively correlated with WMI (r = 0.59, p = 0.00), PSI (r = 0.40, p < 0.001), DSF (r = 0.29, p = 0.03), DSB (r = 0.47, p < 0.001), and MF (r = 0.71, p < 0.001). Correlations between MC, sustained attention, and parent ratings were nonsignificant. The linear regression model using correlated variables was significant [F(4,51) = 8.29, R2 = 0.39, p < 0.001]. WMI was the only significant variable within the model (p = 0.02). Conclusions Working memory deficits account for significant variance in untimed mathematical performance in this population—consistent with other populations with white matter dysfunction. Interventions targeting both mathematics and working memory may be beneficial.

scholarly journals Computerized Cognitive Rehabilitation verses Clinician Directed Therapy in mTBI

2019 ◽  
Vol 34 (6) ◽  
pp. 854-854
Author(s):  
I Babakhanyan ◽  
M Jensen ◽  
D Kim ◽  
H West ◽  
E Morrissy ◽  
...  
Keyword(s):  
Cognitive Rehabilitation ◽  
Performance Test ◽  
Word Reading ◽  
Controlled Trial ◽  
Continuous Performance Test ◽  
Comparable Efficacy ◽  
Cognitive Complaints ◽  
Post Intervention ◽  
Significant Difference ◽  
Computerized Treatment

Abstract Background Cognitive problems following mTBI are common and typically managed with one-on-one clinician directed treatment (CDT); however, this is time and labor intensive. Computerized cognitive rehabilitation (CCR) programs overcome these limitation but the comparable efficacy is not well understood in mTBI. Method A randomized controlled trial included 13 active duty service members with a history of mTBI and persistent cognitive complaints. Participants received either CCR (N = 6) or CDT (N = 7) during the initial phase of this study. Treatments were one hour, 3 times a week for 4 weeks. Average age was 32.77 (SD = 7.96). Average intelligence estimated by word reading was average (WTAR M = 107.46, SD = 9.32). Specific measures for attention included Symbol Digit Modality Test (SDMT), Paced Auditory Serial Addition Test (PASAT), Conners Continuous Performance Test (CPT-3), as well as Digit Forward (DF), Digit Backward, and Driving from the Neuropsychological Assessment Battery (NAB). Standard scores corrected for age were analyzed. Change scores were computed between pre and post intervention. Results There was a significant difference for SDMT (p = 0.034, d = 1.342) and DF (p = 0.0015, d = 2.33), where those who received CDT showed greater improvement. The groups did not differ on Driving, PASAT, CPT-3, and DB (p’s > 0.62). Conclusions Preliminary analysis of data suggests that clinician directed treatment was superior to a computerized intervention matched for time and intensity in treating patients with persistent cognitive complaints following mTBI. Large effects were observed on measures of processing speed and focused attention. This may suggest computerized treatment alone is less effective though further data is needed.

scholarly journals Deficits in Conditional Discrimination Learning in Children with ADHD are Independent of Delay Aversion and Working Memory

2019 ◽  
Vol 8 (9) ◽  
pp. 1381 ◽  
Author(s):  
Meyer ◽  
Beckers ◽  
Tripp ◽  
van der Oord
Keyword(s):  
Working Memory ◽  
Discrimination Learning ◽  
Conditional Discrimination ◽  
Memory Performance ◽  
Clinical Status ◽  
Delay Aversion ◽  
Behavioral Repertoire ◽  
Short Term ◽  
Children With Adhd ◽  
Situational Demands

Adaptive behavior requires the adjustment of one’s behavioral repertoire to situational demands. The learning of situationally appropriate choice behavior can be operationalized as a task of Conditional Discrimination Learning (CDL). CDL requires the acquisition of hierarchical reinforcement relations, which may pose a particular challenge for children with Attention Deficit Hyperactivity Disorder (ADHD), particularly in light of documented deficits in short-term/working memory and delay aversion in ADHD. Using an arbitrary Delayed Matching-To-Sample task, we investigated whether children with ADHD (N = 46), relative to Typically Developing children (TD, N = 55), show a deficit in CDL under different choice delays (0, 8, and 16 seconds) and whether these differences are mediated by short-term/working memory capacity and/or delay aversion. Children with ADHD demonstrated poorer CDL than TD children under 8 and 16-second delays. Non-delayed CDL performance did not differ between groups. CDL differences were not mediated by short-term/working memory performance or delay aversion. Moreover, CDL performance under an 8-second delay was a better predictor of clinical status than short-term/working memory performance or delay aversion. CDL, under conditions of delay, is impaired in children with ADHD. This may lead to difficulties discriminating between different situational demands and adapting behavior according to the prevailing reward contingencies or expectations.

Continuous Performance Test Is Sensitive to a Single Methylphenidate Challenge in Preschool Children With ADHD

2016 ◽  
Vol 24 (2) ◽  
pp. 226-234 ◽  
Author(s):  
Miriam Peskin ◽  
Eliane Sommerfeld ◽  
Yael Basford ◽  
Shlomit Rozen ◽  
Gil Zalsman ◽  
...  
Keyword(s):  
Rating Scales ◽  
Performance Test ◽  
Continuous Performance Test ◽  
High Rate ◽  
Evidence Based ◽  
Continuous Performance ◽  
Children With Adhd ◽  
Before And After ◽  
Performance Results ◽  
Omission Errors

Objective: There is a lack of evidence-based diagnostic paradigms and personalized interventions for preschoolers with ADHD. This study aimed to evaluate the performance of preschoolers diagnosed with ADHD on a continuous performance test (CPT) before and after a single methylphenidate (MPH) challenge. Method: The Test of Variables of Attention (TOVA)—a CPT—was administered to 61 preschoolers (5.64 ± 0.69 years; 74% boys) with ADHD before and after a single MPH challenge (0.3 or 0.5 mg/kg). Baseline TOVA performance was correlated with Conners’ Rating Scales (CRS) and compared with post-MPH TOVA performance. Results: A high rate of omission errors and several significant correlations between TOVA values and CRS scores were found at baseline. A single MPH administration improved TOVA performance significantly and was well tolerated. Conclusion: TOVA assessment may assist in the evaluation of the effect of MPH in preschoolers with ADHD and may help in planning interventions for them.

scholarly journals Latent Profile Analysis of Working Memory Performance in a Sample of Children with ADHD

2014 ◽  
Vol 42 (8) ◽  
pp. 1367-1379 ◽  
Author(s):  
Rapson Gomez ◽  
Rashika Miranjani Gomez ◽  
Jo Winther ◽  
Alasdair Vance
Keyword(s):  
Working Memory ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Memory Performance ◽  
Children With Adhd ◽  
Latent Profile

scholarly journals Clinical and neuropsychological profile in a sample of children with attention deficit hyperactivity disorders

2008 ◽  
Vol 66 (4) ◽  
pp. 821-827 ◽  
Author(s):  
Sueli Rizzutti ◽  
Elaine Girão Sinnes ◽  
Luzia Flavia Scaramuzza ◽  
Lívia Freitas ◽  
Denise Pinheiro ◽  
...  
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Time Variability ◽  
Neuropsychological Battery ◽  
Hyperactivity Disorder ◽  
Neuropsychological Profile ◽  
Oppositional Defiant ◽  
Low Performance ◽  
Inattentive Type ◽  
Attention Deficit Hyperactivity Disorders

The aim of this study was to evaluate clinical and neuropsychological findings in children with suspicion of attention deficity hyperactivity disorder (ADHD). The assessment involved 150 children aged 7 to 14 referred to NANI at UNIFESP. RESULTS: 75 children (55 M and 20 F) fulfilled the criteria for ADHD, among which 35 were of the inattentive type, 28 of combined type and 12 were hyperactive/impulsive. There was negative correlation between the digit score and the Corsi test. Children with hyperactivity and impulsivity had a low performance for functional memory. Children with oppositional defiant disorder presented pattern changes in adaptability when there was a change in the rhythm the stimuli were presented and lower adaptation to time variability (Hit RT), in addition to higher rates of omission in the continuous performance test. CONCLUSION: This study suggests multiple interrelations between the scores of neuropsychological battery useful for detailed delimitation of the clinical profile of children with ADHD.

Age-Related Changes in Distractibility: Developmental Trajectory of Sustained Attention in ADHD

2015 ◽  
Vol 22 (14) ◽  
pp. 1333-1343 ◽  
Author(s):  
Ortal Slobodin ◽  
Hanoch Cassuto ◽  
Itai Berger
Keyword(s):  
Sustained Attention ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Developmental Trajectory ◽  
Continuous Performance ◽  
Children With Adhd ◽  
The Core ◽  
Age Related ◽  
Omission Errors ◽  
Age Related Changes

Objective: This study investigated age-related changes in sustained attention in children with ADHD and in their typically developed peers. Method: The study used a Continuous Performance Test (CPT) that includes visual and auditory stimuli serving as distractors. The rate of omission errors was used as a measurement of difficulty in sustained attention. Participants were children and adolescents aged 7 to 18 years (478 with ADHD and 361 without ADHD). Results: Both groups of adolescents (with and without ADHD) showed reduced distractibility than younger children from the same group. However, distractibility tended to diminish in non-ADHD adolescents, but not in adolescents with ADHD. Conclusion: Although part of the difficulties in ADHD could be explained by developmental delay that improves with time, other deficits, such as increased distractibility causing more omission errors, do not show a clear developmental trajectory. The results suggest that deficits in inhibitory control might be the core of ADHD.

scholarly journals Attention and Response Control in ADHD. Evaluation through Integrated Visual and Auditory Continuous Performance Test.

2015 ◽  
Vol 18 ◽  
Author(s):  
Inmaculada Moreno-García ◽  
Gracia Delgado-Pardo ◽  
Carmen Roldán-Blasco
Keyword(s):  
Performance Test ◽  
Rating Scale ◽  
Continuous Performance Test ◽  
Auditory Stimuli ◽  
Fine Motor ◽  
Adhd Group ◽  
Continuous Performance ◽  
Response Control ◽  
Children With Adhd ◽  
History Of

AbstractThis study assesses attention and response control through visual and auditory stimuli in a primary care pediatric sample. The sample consisted of 191 participants aged between 7 and 13 years old. It was divided into 2 groups: (a) 90 children with ADHD, according to diagnostic (DSM-IV-TR) (APA, 2002) and clinical (ADHD Rating Scale-IV) (DuPaul, Power, Anastopoulos, & Reid, 1998) criteria, and (b) 101 children without a history of ADHD. The aims were: (a) to determine and compare the performance of both groups in attention and response control, (b) to identify attention and response control deficits in the ADHD group. Assessments were carried out using the Integrated Visual and Auditory Continuous Performance Test (IVA/CPT, Sandford & Turner, 2002). Results showed that the ADHD group had visual and auditory attention deficits, F(3, 170) = 14.38; p < .01, deficits in fine motor regulation (Welch´s t-test = 44.768; p < .001) and sensory/motor activity (Welch’st-test = 95.683, p < .001; Welch’s t-test = 79.537, p < .001). Both groups exhibited a similar performance in response control, F(3, 170) = .93, p = .43.Children with ADHD showed inattention, mental processing speed deficits, and loss of concentration with visual stimuli. Both groups yielded a better performance in attention with auditory stimuli.

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