Is the Continuous Performance Task a Valuable Research Tool for use with Children with Attention-Deficit-Hyperactivity Disorder?

1993 ◽  
Vol 34 (7) ◽  
pp. 1217-1239 ◽  
Author(s):  
Penny V. Corkum ◽  
Linda S. Siegel
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Research Tool ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task ◽  
Hyperactivity Disorder

Relative Efficacy of Long-Acting Stimulants on Children With Attention Deficit-Hyperactivity Disorder: A Comparison of Standard Methylphenidate, Sustained-Release Methylphenidate, Sustained-Release Dextroamphetamine, and Pemoline

PEDIATRICS ◽  
1990 ◽  
Vol 86 (2) ◽  
pp. 226-237 ◽  
Author(s):  
William E. Pelham ◽  
Karen E. Greenslade ◽  
Mary Vodde-Hamilton ◽  
Debra A. Murphy ◽  
Jonathan J. Greenstein ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Sustained Release ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task ◽  
Double Blind ◽  
Hyperactivity Disorder ◽  
Long Acting

Twenty-two children with attention deficit-hyperactivity disorder underwent a double-blind, placebo-controlled, crossover evaluation of the efficacy of standard methylphenidate twice a day and comparable doses every morning of a sustained-release preparation of methylphenidate (SR-20 Ritalin), a sustained-release form of dextroamphetamine (Dexedrine Spansule), and pemoline. The children were participating in a summer treatment program in which they engaged in recreational and classroom activities. Dependent measures include evaluations of social behavior during group recreational activities, classroom performance, and performance on a continuous performance task. Results revealed generally equivalent and beneficial effects of all four medications. Dexedrine Spansule and pemoline tended to produce the most consistent effects and were recommended for 10 of the 15 children who were responders to medication. The continuous performance task results showed that all four medications had an effect within 2 hours of ingestion, and the effects lasted for 9 hours. The implications of these results for the use of long-acting stimulant medication in children with attention deficit-hyperactivity disorder are discussed.

Sustained Attention and Grade Retention

1994 ◽  
Vol 78 (2) ◽  
pp. 555-560 ◽  
Author(s):  
Michael Gordon ◽  
Barbara B. Mettelman ◽  
Martin Irwin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Sustained Attention ◽  
Grade Retention ◽  
Academic Failure ◽  
Academic Careers ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task ◽  
Hyperactivity Disorder ◽  
History Of

Two studies are reported which explore the possible relationship between academic failure, as measured by grade retention, and the capacity to sustain attention on a computerized continuous performance task. In a nonreferred sample, 89 children who had been retained at some point in their academic careers showed a higher frequency of abnormal scores on an index of sustained attention than did 93 children who had never repeated a grade. In a sample of children who had been referred for an evaluation of Attention-Deficit Hyperactivity Disorder, children with a history of grade retention had significantly lower scores on the same measure of sustained attention. Results are discussed in terms of the possible contribution of attention deficits to over-all academic achievement, even for children who have not necessarily been referred for a clinical evaluation.

Event- and Motor-Related Potentials During the Continuous Performance Task in Attention- Deficit/Hyperactivity Disorder

2002 ◽  
Vol 16 (2) ◽  
pp. 97-106 ◽  
Author(s):  
Gudrun Sartory ◽  
Arnfried Heine ◽  
Bernhard W. Müller ◽  
Angela Elvermann-Hallner
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Healthy Children ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Related Potentials

Abstract Contingent negative variation (CNV) and evoked potentials were recorded during the continuous performance test in 20 children (aged 7 to 12) with attention deficit/hyperactivity disorder (ADHD) and in 19 age-matched healthy children. A series of letters were displayed every 2.1 s and a button had to be pressed whenever the letter O was followed by an X. Children were also given neuropsychological tests and questionnaires assessing anxiety and depression. Unlike ADHD children, healthy children showed a more pronounced CNV after the cue - the letter O - than after the distractors. At Fz, CNV negativity was significantly correlated with IQ and executive function. Control children also exhibited a higher parietal N375 post S1 - likely to be associated with letter processing - and a higher N550 amplitude at Fz than ADHD children post S1 and S2; both groups showed a higher N550 amplitude whenever X followed non-O or O was followed by non-X. This component appears to be involved in decision-making processes regarding the initiation or inhibition of movement. ADHD children had a faster reaction time but made more errors of omission and commission. Results suggest that ADHD children show deficits in both stimulus processing and response execution.

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