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.

Deficits on the continuous performance test within the schizophrenia spectrum and the mediating effects of family history of schizophrenia.

2006 ◽  
Vol 115 (4) ◽  
pp. 771-778 ◽  
Author(s):  
Matthew T. Avila ◽  
Olalla Robles ◽  
L. Elliot Hong ◽  
Theresa A. Blaxton ◽  
Carol S. Myers ◽  
...  
Keyword(s):  
Family History ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Mediating Effects ◽  
Schizophrenia Spectrum ◽  
History Of

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.

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 Brain Network Connectivity and Association with Catechol-O-Methyltransferase Gene Polymorphism in Korean Attention-Deficit Hyperactivity Disorder Children

2020 ◽  
Vol 17 (9) ◽  
pp. 925-933
Author(s):  
Jeong Ha Park ◽  
Young Don Son ◽  
Yeni Kim ◽  
Doug Hyun Han
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Gene Polymorphism ◽  
Attention Deficit ◽  
Performance Test ◽  
Rating Scale ◽  
Brain Connectivity ◽  
Continuous Performance Test ◽  
Brain Network ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Objective We sought to determine if the links between and within the default mode network (DMN) and dorsal attention network (DAT) exhibited different conditions according to catechol-O-methyltransferase (COMT) gene polymorphism in relationship to attention-deficit hyperactivity disorder (ADHD) symptoms.Methods Fifty-seven children with ADHD and 48 healthy controls (HCs) were administered an intelligence test, the Children’s Depression Inventory, the Korean ADHD rating scale, and continuous performance test. Resting-state brain functional MRI scans were obtained, and COMT genotyping was performed to distinguish valine carriers and methionine homozygotes.Results Compared to controls, children with ADHD showed increased ADHD scale scores, increased visual commission errors, and increased functional connectivity (FC) within the DMN and DAT. Compared to all children with ADHD, children with the methionine homozygote and those who were valine carriers showed increased FC within the DMN and DAT and decreased FC between the DMN and DAT. FC within the DMN was also increased in HC valine carriers compared to HC children with the methionine homozygote, and in children with ADHD who were valine carriers compared to HC valine carriers.Conclusion We observed increased brain connectivity within the DMN and DAT and altered brain connectivity within and between the DMN and DAT associated with COMT polymorphism in children with ADHD.

scholarly journals Task-Related Brain Oscillation and Coherence Analysis Between High and Low Cognitive Proficiencies in Preschoolers With Attention Deficit Hyperactivity Disorder

2020 ◽  
Author(s):  
I-Chun Chen ◽  
Chia-Ling Chen ◽  
Chih-Hao Chang ◽  
Zuo-Cian Fan ◽  
Yang Chang ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Preschool Children ◽  
Attention Deficit ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Task Conditions ◽  
Wireless Eeg

Abstract BackgroundEarly diagnosis and intervention is essential for children at risk of attention deficit hyperactivity disorder (ADHD). For preschool-age children with ADHD, who have heterogeneous neurobehavioral deficits, the continuous performance test and quantitative electroencephalography (EEG) can facilitate clinical diagnosis. This study investigated EEG dynamics and task-based EEG coherence in preschoolers with ADHD, who exhibited varying cognitive proficiencies.MethodsThe participants comprised 54 preschoolers (aged 5–7 years), 18 and 16 of whom exhibited high and low cognitive proficiency (ADHD-H and ADHD-L, respectively). The remaining 20 children had typical development (TD). All the children underwent the Conners’ Kiddie Continuous Performance Test and wireless EEG recording under different task conditions (rest, fast, and slow). ResultsIn the slow-rate task condition, the task-related parietal delta power of preschoolers with ADHD-L was significantly higher than that of their peers with TD. In the fast-rate condition, the preschoolers with ADHD-L exhibited higher parietal delta and theta/beta ratio as well as lower parietal beta power than those with ADHD-H. Unlike those in the TD group, the alpha power values of the participants in both the ADHD groups declined from rest to the task conditions. Task- related EEG beta coherence was decreased in both ADHD groups, which were distinct with TD groups. ConclusionThe aforementioned findings suggest that task-related brain oscillations were related to cognitive proficiency in preschool children with ADHD. The novel wireless EEG system used was demonstrated to be convenient and highly suitable for clinical use in preschool children. The EEG profiles in the present study may contain specific neural biomarkers that can assist early detection, diagnosis, and clinical planning for the treatment of ADHD in preschool children.

Factor Analysis of the Continuous Performance Test and Parent-Teacher Reports of Attention Deficit Disorder

1999 ◽  
Vol 85 (3) ◽  
pp. 935-941 ◽  
Author(s):  
Donald J. Raggio ◽  
Robert L. Rhodes ◽  
Janice D. Whitten
Keyword(s):  
Factor Analysis ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Performance Test ◽  
Rating Scale ◽  
Continuous Performance Test ◽  
Teacher Rating ◽  
Continuous Performance ◽  
Parent Rating ◽  
Teacher Reports

The relationships between a computerized measure of attention deficit disorder and scores from two commonly used parent-teacher reports were investigated. A factor analysis of the raw omission and commission scores provided by the Continuous Performance Test and Conners' Parent Rating Scale and the ADD-H Comprehensive Teacher Rating Scale indicated that for a sample of 54 children the Continuous Performance Test was most closely associated with measures of impulsivity and hyperactivity provided by the Conners' rating. This finding was congruent with the use of the Continuous Performance Test in the evaluation as a measure of Attention Deficit Hyperactivity Disorder and suggestive of a positive and significant relation between this computerized measure of behavior and parents' perception of behavior. Little association was detected between scores on the teachers' scale and omission and commission scores.

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