The Relations Between Temperament, Character, and Executive Functions in Children With ADHD and Clinical Controls

2015 ◽  
Vol 22 (8) ◽  
pp. 764-775 ◽  
Author(s):  
Renate Drechsler ◽  
Marina Zulauf Logoz ◽  
Susanne Walitza ◽  
Hans-Christoph Steinhausen
Keyword(s):  
Executive Functions ◽  
Emotional Control ◽  
Behavior Rating ◽  
Behavioral Regulation ◽  
Temperament And Character Inventory ◽  
Children With Adhd ◽  
Oppositional Defiant ◽  
Adhd Children ◽  
Behavior Rating Inventory ◽  
Character Inventory

Objective: The purpose of this study was to investigate the overlap between executive functions and temperament as measured by two questionnaires and to examine characteristic profiles in children with ADHD and clinical controls. Method: Parents of 111 clinically referred children, half of whom were diagnosed with ADHD and half with other or no diagnoses, completed the Behavior Rating Inventory of Executive Function (BRIEF) and the Cloninger Junior Temperament and Character Inventory (JTCI). Results: Factor analysis of both instruments resulted in three common factors representing aspects of (1) cognitive regulation, (2) behavioral regulation, and (3) anxious/rigid tendencies. Factor (4) represented strengths and positive resources and loaded on JTCI scales only. Both instruments discriminated significantly between ADHD and non-ADHD children. Conduct disorder/oppositional defiant disorder (CD/ODD) but not ADHD accounted for problems in BRIEF Emotional Control and Self-Monitor and JTCI low Cooperativeness. Conclusion: The two instruments only partially overlap and may complement each other.

Relations Between Sleep and Temperament in Preschool Children With ADHD

2018 ◽  
Vol 24 (4) ◽  
pp. 535-544 ◽  
Author(s):  
Maria Grazia Melegari ◽  
Stefania Sette ◽  
Elena Vittori ◽  
Luca Mallia ◽  
Alessandra Devoto ◽  
...  
Keyword(s):  
Sleep Onset ◽  
Sleep Time ◽  
Child Temperament ◽  
Novelty Seeking ◽  
Typically Developing ◽  
Temperament And Character Inventory ◽  
Children With Adhd ◽  
Wrist Actigraphy ◽  
Adhd Children ◽  
Character Inventory

Objective: The objective of this study was to assess the links between temperament and sleep in a group of preschoolers with ADHD. Method: Twenty-five ADHD ( M = 5.37 years, SD = 1.09) and 22 typically developing (TD; M = 5.10, SD = 1.18) preschoolers participated in the study. Sleep was assessed with the Sleep Disturbance Scale and wrist actigraphy. The Preschool Temperament and Character Inventory (PsTCI) was used to evaluate the child temperament. Results: ADHD children showed a temperamental profile characterized by higher novelty seeking, lower persistence, self-directness, and cooperativeness and marginally lower harm avoidance (HA) compared with controls. HA was associated negatively to wakefulness after sleep onset and sleep fragmentation and positively with sleep efficiency and sleep time. Reward dependence was negatively associated with wake episode length. Conclusion: Sleep and temperament are correlated in preschoolers with ADHD and temperament might represent an intermediate endophenotype underlying the relation between ADHD and sleep disorders.

Zum Zusammenhang exekutiver Funktionen und sozial-emotionaler Auffälligkeiten bei integriert beschulten Kindern mit einer Hörschädigung

2013 ◽  
Vol 41 (5) ◽  
pp. 347-359
Author(s):  
Manfred Hintermair ◽  
Désirée Korneffel
Keyword(s):  
Executive Functions ◽  
Strengths And Difficulties Questionnaire ◽  
Behavior Rating ◽  
Exekutive Funktionen ◽  
Psychosoziale Entwicklung ◽  
Behavior Rating Inventory ◽  
Strengths And Difficulties

Fragestellung: Da im Zuge inklusiver Bestrebungen immer mehr hörgeschädigte Kinder eine allgemeine Schule besuchen werden, gilt es, relevante entwicklungspsychologische Voraussetzungen hierfür genauer zu betrachten. In einer Studie wurden deshalb sozial-emotionale Probleme hörgeschädigter Kinder an allgemeinen Schulen im Zusammenhang mit möglichen Problemen in der Entwicklung exekutiver Funktionen und der kommunikativen Kompetenz diskutiert. Methodik: Eine Stichprobe von 69 Schülern wurde mit einer deutschen Version des «Behavior Rating Inventory of Executive Functions (BRIEF)», einer Kurzskala zur Erfassung der kommunikativen Kompetenz sowie dem Strengths and Difficulties Questionnaire untersucht. Die Daten wurden mit einer Normierungsstichprobe verglichen, weiter wurden korrelative und regressionsanalytische Zusammenhänge der Variablen berechnet. Ebenso wurden Zusammenhänge der exekutiven Funktionen mit soziodemographischen Variablen analysiert. Ergebnisse: Die Ergebnisse zeigen, dass in fast allen Bereichen exekutiver Funktionen die hörgeschädigten Kinder mehr Probleme aufweisen als die Kinder der hörenden Normierungsstichprobe und die Prävalenzrate durchschnittlich ca. dreimal höher ist. Der Index für verhaltensregulierende exekutive Funktionen erweist sich neben dem Geschlecht am besten zur Vorhersage sozial-emotionaler Probleme. Schlussfolgerungen: Für die pädagogische Praxis ergibt sich, dass hörgeschädigte Schüler an allgemeinen Schulen in Bezug auf ihre psychosoziale Entwicklung von einem pädagogischen Konzept profitieren, das neben der Förderung sprachkommunikativer Kompetenzen auch auf die Stärkung von Selbstkontrolle und Selbstwirksamkeit der Kinder fokussiert.

scholarly journals Validity of the behavior rating inventory of executive function in children with ADHD and/or Tourette syndrome

2002 ◽  
Vol 17 (7) ◽  
pp. 643-662 ◽  
Author(s):  
E.M. Mahone ◽  
P. T. Cirino ◽  
L. E. Cutting ◽  
P. M. Cerrone ◽  
K. M. Hagelthorn ◽  
...  
Keyword(s):  
Executive Function ◽  
Tourette Syndrome ◽  
Behavior Rating ◽  
Children With Adhd ◽  
Behavior Rating Inventory

Social Information Processing of Positive and Negative Hypothetical Events in Children With ADHD and Conduct Problems and Controls

2011 ◽  
Vol 16 (6) ◽  
pp. 491-504 ◽  
Author(s):  
Brendan F. Andrade ◽  
Daniel A. Waschbusch ◽  
Amelie Doucet ◽  
Sara King ◽  
Maura MacKinnon ◽  
...  
Keyword(s):  
Information Processing ◽  
Conduct Problems ◽  
Social Information Processing ◽  
Social Information ◽  
Social Experiences ◽  
Control Group ◽  
Children With Adhd ◽  
Oppositional Defiant ◽  
Adhd Children ◽  
Cue Encoding

Objective: This study examined social information processing (SIP) of events with varied outcomes in children with ADHD and conduct problems (CPs; defined as oppositional defiant disorder [ODD] or conduct disorder [CD]) and controls. Method: Participants were 64 children (46 boys, 18 girls) aged 6 to 12, including 39 with ADHD and 25 controls. Vignettes were developed that systematically varied with regard to peer intention (ambiguous, negative, positive) and event outcome (ambiguous, negative, positive), and were used to evaluate participants’ SIP abilities (cue encoding, interpretation, and response generation). Results: Results showed that, after controlling for CPs, children with ADHD detected fewer positive, negative, and neutral cues; attributed more negative and less positive intent to peers; focused less on situational outcomes of vignettes; and generated fewer positive responses compared with the control group. Conclusion: These results indicate that children with ADHD differ from non-ADHD children, even after controlling for CPs, in how they process positive and negative social experiences.

Is the behavior rating inventory of executive function more strongly associated with measures of impairment or executive function?

2010 ◽  
Vol 16 (3) ◽  
pp. 495-505 ◽  
Author(s):  
TARA MCAULEY ◽  
SHIRLEY CHEN ◽  
LISA GOOS ◽  
RUSSELL SCHACHAR ◽  
JENNIFER CROSBIE
Keyword(s):  
Executive Function ◽  
Performance Monitoring ◽  
Behavior Rating ◽  
Behavioral Regulation ◽  
Clinical Tool ◽  
Behavioral Disruption ◽  
Wide Range ◽  
Behavior Rating Inventory ◽  
Reading And Math ◽  
Inhibition Performance

AbstractThe Behavior Rating Inventory of Executive Function (BRIEF) is commonly used in the assessment of children and adolescents presenting with a wide range of concerns. It is unclear, however, whether the questionnaire is more closely related to general measures of behavioral disruption and impairment or to specific measures of executive function. In the present study, associations between the Behavioral Regulation Index and Metacognition Index of the BRIEF and cognitive, behavioral, and academic measures were examined in a sample of clinic-referred youth (n = 60) and healthy youth (n = 37) 6–15 years of age. Measures included ratings of inattentive and hyperactive-impulsive symptoms in youth, ratings of how well youth functioned in their everyday environments, youth’s scores on measures of reading and math, and youth’s scores on measures of inhibition, performance monitoring, and working memory. Although both BRIEF indices were strongly related to parent and teacher ratings of behavioral disruption and impairment, neither was associated with youth’s scores on the performance-based tasks of executive function. These findings support the use of the BRIEF as a clinical tool for assessing a broad range of concerns, but raise questions about the relation of the BRIEF to performance-based tasks that are commonly used to assess executive function. (JINS, 2010, 16, 495–505.)

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