Poor performance of the ‘child Reading the Mind in the Eyes Test’ correlates with poorer social-emotional functioning in children with attention-deficit/hyperactivity disorder

BackgroundAn understanding of the exact nature of executive function (EF) deficits in conduct disorder (CD) remains elusive because of issues of co-morbidity with attention deficit hyperactivity disorder (ADHD).MethodSeventy-two adolescents with CD, 35 with CD + ADHD and 20 healthy controls (HCs) were assessed on a computerized battery of putative ‘cool’ and ‘hot’ EFs. Participants also completed the Child Behaviour Checklist (CBCL).ResultsIn the cool EF tasks such as planning, the CD + ADHD group in particular showed most notable impairments compared to HCs. This pattern was less evident for set shifting and behavioural inhibition but there were significant correlations between errors scores on these tasks and indices of externalizing behaviours on the CBCL across the sample. For hot EF tasks, all clinical groups performed worse than HCs on delay of gratification and poor performance was correlated with externalizing scores. Although there were no notable group differences on the punishment-based card-playing task, there were significant correlations between ultimate payout and externalizing behaviour across groups.ConclusionsOverall, our findings highlight the fact that there may be more common than distinguishing neuropsychological underpinnings to these co-morbid disorders and that a dimensional symptom-based approach may be the way forward.

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A Design Thinking Model Based on Quantitative Electroencephalography in Social Emotional Learning for Attention Deficit Hyperactivity Disorder

Mind Brain and Education ◽

10.1111/mbe.12235 ◽

2020 ◽

Vol 14 (2) ◽

pp. 104-113

Author(s):

Winai Chatthong ◽

Supalak Khemthong ◽

Yodchanan Wongsawat

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Design Thinking ◽

Social Emotional Learning ◽

Emotional Learning ◽

Quantitative Electroencephalography ◽

Social Emotional ◽

Hyperactivity Disorder ◽

Model Based

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Cognitive control and emotional response in attention-deficit/ hyperactivity disorder comorbidity with disruptive, impulse-control, and conduct disorders

BMC Psychiatry ◽

10.1186/s12888-021-03221-2 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Yuncheng Zhu ◽

Li Liu ◽

Daoliang Yang ◽

Haifeng Ji ◽

Tianming Huang ◽

...

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Cognitive Control ◽

Attention Deficit ◽

Impulse Control ◽

Emotional Response ◽

Emotional Functioning ◽

Conduct Disorders ◽

Adhd Group ◽

Emotional Stroop ◽

Hyperactivity Disorder

Abstract Background This study investigated cognitive and emotional functioning in children and adolescents with attention-deficit/hyperactivity disorder (ADHD) and disruptive, impulse-control, and conduct disorders (DICCD). Methods Thirty patients with ADHD, 26 with DICCD, 22 with ADHD+DICCD were recruited from the outpatient department of Shanghai Changning Mental Health Center, plus 20 healthy controls (HC). Differences between the groups in cognitive and emotional functioning were examined using Golden’s Stroop and Emotional Stroop tests. For Emotional Stroop Mean reaction time (RT) of positive word (POS) and negative word (NEG) with color congruence (C) or incongruence (I) were recorded as POS-C, POS-I, NEG-C and NEG-I, respectively. Results For Golden’s interference scores (IGs), both errors and RTs in the ADHD group were higher than in the other groups. Longer mean RTs of POS-C, POS-I, NEG-C and neural word (NEU) of the ADHD group, and NEG-I of ADHD+DICCD and DICCD groups were observed compared to HC. After 12 weeks of methylphenidate treatment, differences between ADHD subgroups and HC on Golden’s Stroop RT disappeared, but differences in Golden’s Stroop errors and Emotional Stroop mean RTs remained. The ADHD+DICCD group showed longer mean RTs in NEG-C, NEG-I and NEU of the Emotional Stroop test than the ADHD group. Conclusions Our study shows that regardless of emotional responding, deficit in cognitive control is the core symptom of ADHD. However, emotionally biased stimuli may cause response inhibitory dysfunction among DICCD with callous-unemotional traits, and the comorbidity of ADHD and DICCD tends to account for the negative emotional response characteristic of DICCD. These deficits may be eliminated by medication treatment in ADHD, but not the ADHD with comorbid DICCD. Our results support the notion that ADHD with comorbid DICCD is more closely related to DICCD than to ADHD.

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Exploring the Effects of Working Memory on Time Perception in Attention Deficit Hyperactivity Disorder

Psychological Reports ◽

10.1177/0033294118755674 ◽

2018 ◽

Vol 122 (1) ◽

pp. 23-35 ◽

Cited By ~ 4

Author(s):

Hom-Yi Lee ◽

En-Lin Yang

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Working Memory ◽

Time Perception ◽

Attention Deficit ◽

Strong Association ◽

Poor Performance ◽

Children With Adhd ◽

Discrimination Ability ◽

Hyperactivity Disorder ◽

Time Discrimination

Children with attention deficit hyperactivity disorder (ADHD) are often reported to have deficits of time perception. However, there is a strong relation between performance on tasks of working memory and time perception. Thus, it is possible that the poor performance of children with ADHD on time perception results from their deficit of working memory. In this study, the working memory of participants was separately assessed; therefore, we could explore the relationship between working memory and time perception of children with ADHD. Fifty-six children with ADHD and those of healthy controls completed tasks measuring working memory and time perception. The results showed that the time discrimination ability of children with ADHD was poorer than that of controls. However, there was a strong association between time perception and working memory. After controlling working memory and intelligence, the time discrimination ability of children with ADHD was not significantly poorer than that of controls. We suggest that there is an interdependent relationship between time perception and working memory for children with ADHD.

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