Relations Between Inhibition, Executive Functioning, and ADHD Symptoms: A Longitudinal Study from Age 5 to 8½ Years

2004 ◽  
Vol 9 (4) ◽  
pp. 255-266 ◽  
Author(s):  
Lisa Berlin ◽  
Gunilla Bohlin ◽  
Ann-Margret Rydell
Keyword(s):  
Longitudinal Study ◽  
Executive Functioning ◽  
Adhd Symptoms

Do ADHD symptoms and insomnia interact to predict impaired executive functioning?

2019 ◽  
Vol 64 ◽  
pp. S76
Author(s):  
A. Cifre ◽  
K. Walters ◽  
C. Budnick
Keyword(s):  
Executive Functioning ◽  
Adhd Symptoms

scholarly journals The Feasibility, Effectiveness, and Process of Change of Mindfulness-Based Cognitive Therapy for Adults With ADHD: A Mixed-Method Pilot Study

2017 ◽  
Vol 24 (6) ◽  
pp. 928-942 ◽  
Author(s):  
Lotte Janssen ◽  
Alicia M. de Vries ◽  
Sevket Hepark ◽  
Anne E. M. Speckens
Keyword(s):  
Executive Functioning ◽  
Cognitive Therapy ◽  
Mixed Method ◽  
Adult Adhd ◽  
Controlled Trial ◽  
Self Report ◽  
Adhd Symptoms ◽  
Process Of Change ◽  
Mindfulness Skills ◽  
Self Compassion

Objective: Mindfulness-Based Cognitive Therapy (MBCT) is a promising psychosocial intervention for adult ADHD. The feasibility and effectiveness of an adapted MBCT program is explored, together with the possible process of change. Method: Mixed-method study with 31 ADHD patients participating in an adapted MBCT program. Self-report questionnaires on ADHD symptoms, executive functioning, mindfulness skills, self-compassion, patient functioning, and health status were administered before and after MBCT. Semi-structured interviews were conducted with 24 patients. Results: A modest drop-out of n = 5 (16%) was found. MBCT resulted in a significant reduction of ADHD symptoms and improvements of executive functioning, self-compassion, and mental health. Qualitative analysis provided insight in facilitators and barriers participants experienced, and their process of change. Conclusion: The adapted MBCT program seemed to be feasible for adults with ADHD and preliminary evidence for the effectiveness is shown. An adequately powered Randomized Controlled Trial (RCT) is needed to further examine the effectiveness of MBCT for ADHD.

scholarly journals Subclinical ADHD-Symptoms Are Associated with Executive-Functioning and Externalizing Problems in College Students without ADHD-Diagnoses

2016 ◽  
Vol 6 (1) ◽  
pp. 204 ◽  
Author(s):  
Allen J. Brown ◽  
Beth M. Casey
Keyword(s):  
College Students ◽  
Executive Functioning ◽  
Problem Behaviors ◽  
Risk Taking ◽  
Behavioral Problems ◽  
Clinical Sample ◽  
Adhd Symptoms ◽  
Oppositional Defiant ◽  
Students With Adhd ◽  
Inattentive Type

<p>This study investigated whether problem behaviors,<strong> </strong>typically associated with a clinical diagnosis of ADHD, would also be associated with subclinical ADHD symptoms within a non-clinical college sample. These are symptoms characteristic of ADHD, which are insufficient to warrant a DSM-IV diagnosis of ADHD. Self-ratings of behaviors known to be comorbid with ADHD (Oppositional-Defiant Disorder (ODD) behaviors, risk-taking, and Executive-Functioning (EF) problems) were examined as predictors of self-ratings of ADHD symptoms. Measures of ODD symptoms, risk-taking, and EF behavioral problems (related to poor management of time) significantly predicted ADHD symptoms, as measured by Barkley’s ADHD Combined Subscale. These predictors accounted for 26% of the variance. The same measures predicted symptoms of ADHD, Inattentive type, as measured by Barkley’s Inattentiveness (IA) Subscale, and accounted for 30% of the variance. For the Hyperactivity-Impulsivity Subscale (HI), the ODD measure significantly entered the equation, while the other two measures were borderline significant, accounting altogether for 10% of the variance. As hypothesized, the EF measure was the strongest predictor for IA, and the ODD measure was the strongest predictor for HI. In conclusion, problem behaviors comorbid with a formal clinical ADHD diagnosis were found to be significantly associated with subclinical ADHD symptoms within a non-clinical sample of college students, as indicated by the substantial proportion of the variance they accounted for in predicting the Barkley’s’ Combined and Inattentiveness Subscales, and to a lessor extent for the Hyperactivity/Impulsivity Subscale. This indicates that college students with ADHD symptoms may have substantial problems not only with their ADHD symptoms, but also with executive functioning and externalizing behaviors associated with these symptoms.</p>

Executive functioning correctly classified diagnoses in patients with first-episode psychosis: Evidence from a 2-year longitudinal study

2011 ◽  
Vol 126 (1-3) ◽  
pp. 77-80 ◽  
Author(s):  
Javier Peña ◽  
Natalia Ojeda ◽  
Rafael Segarra ◽  
Jose Ignacio Eguiluz ◽  
Jon García ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Executive Functioning ◽  
First Episode Psychosis ◽  
First Episode ◽  
Episode Psychosis

Continuous Performance Test II outcomes in 11-year-old children with early ADHD symptoms: A longitudinal study.

2014 ◽  
Vol 28 (2) ◽  
pp. 202-211 ◽  
Author(s):  
Mónica López-Vicente ◽  
Jordi Sunyer ◽  
Joan Forns ◽  
Maties Torrent ◽  
Jordi Júlvez
Keyword(s):  
Longitudinal Study ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Adhd Symptoms

scholarly journals Cognitive Decline and Retirement: Findings From the Canadian Longitudinal Study on Aging

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 971-971
Author(s):  
Catherine Gosselin ◽  
Benjamin Boller ◽  
Meghan Désilets-Jutras
Keyword(s):  
Longitudinal Study ◽  
Executive Functioning ◽  
Assessment Tools ◽  
Propensity Score Method ◽  
Cross Sectional ◽  
Cognitive Capacities ◽  
French Speaking ◽  
Negative Effect ◽  
The Impact

Abstract Since increasing life expectancy leads to a longer period of retirement, several studies have been investigating the possible impact of retirement on cognitive health. Several epidemiological studies with cross-sectional designs have reported a negative association between retirement and cognitive capacities. However, very few studies with longitudinal designs have confirmed the negative effect of retirement on cognitive functioning. The present study was conducted to investigate the impact of retirement on cognitive capacities among older Canadians. We used data from the Comprehensive cohort of the Canadian Longitudinal Study on Aging (CLSA) to compare performance retirees and workers (N = 1442), 45 to 85 years of age at baseline. Memory and executive functioning were assessed using standardized assessment tools at baseline and at three-year follow up. Retirees and workers were matched for age, gender and education using the nearest neighbor propensity score method with a caliper of 0.02. Mixed ANOVA and post hoc analyses were conducted separately for the English- and French-speaking samples. Results for the English-speaking sample showed a significant decline on both the Stroop and the Mental Alternation Task for retirees compared to workers from baseline to follow-up. These results support previous cross-sectional studies that have demonstrated a negative effect of retirement on executive functioning. The absence of significant results in the French-speaking sample will be discussed in terms of sample size and professional occupation.

scholarly journals Life Course Pathways From Childhood Socioeconomic Status to Later-Life Cognition: Evidence From the Wisconsin Longitudinal Study

2020 ◽  
Author(s):  
Emily A Greenfield ◽  
Sara Moorman ◽  
Annika Rieger
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Longitudinal Study ◽  
Executive Functioning ◽  
Life Course ◽  
Standardized Test ◽  
Later Life ◽  
Status Attainment ◽  
Scholastic Performance ◽  
Wisconsin Longitudinal Study

Abstract Objectives A growing body of research indicates that older adults are at greater risk for poorer cognition if they experienced low socioeconomic status (SES) as children. Guided by life course epidemiology, this study aimed to advance understanding of processes through which childhood SES influences cognition decades later, with attention to the role of scholastic performance in adolescence and SES in midlife. Method We used data from the Wisconsin Longitudinal Study (WLS), which has followed a cohort of high school graduates since they were 18 years old in 1957. Childhood SES was measured prospectively in adolescence, and measures of memory and language/executive functioning were based on neurocognitive assessments at age 72. We used participants’ scores on a statewide standardized test in high school as an indicator of scholastic performance in adolescence. The measure of SES in midlife included years of postsecondary education, income, and occupation status at age 53. Results Findings from structural equation models indicated that scholastic performance in adolescence and midlife status attainment together fully mediated associations between childhood SES and both memory and language/executive functioning at age 72. Adolescent scholastic performance was directly associated with later-life cognition, as well as indirectly through midlife status attainment. Discussion Findings provide support for both latency and social pathway processes when considering how SES in childhood influences later-life cognition. Results contribute to growing calls for social policies and programs to support optimal brain health at multiple phases throughout the life course, especially among individuals with lower SES as children.

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