Is Increased Response Time Variability Related to Deficient Emotional Self-Regulation in Children With ADHD?

2018 ◽  
Vol 24 (7) ◽  
pp. 1045-1056 ◽  
Author(s):  
Shereen Elmaghrabi ◽  
Maria Julia Nahmias ◽  
Nicoletta Adamo ◽  
Adriana Di Martino ◽  
Krishna Somandepalli ◽  
...  
Keyword(s):  
Response Time ◽  
Child Behavior Checklist ◽  
Flanker Task ◽  
Self Regulation ◽  
Emotional Dysregulation ◽  
Time Variability ◽  
Typically Developing ◽  
Intrasubject Variability ◽  
Typically Developing Children ◽  
Children With Adhd

Objective: Elevated response time intrasubject variability (RT-ISV) characterizes ADHD. Deficient emotional self-regulation (DESR), defined by summating Child Behavior Checklist Anxious/Depressed, Aggressive, and Attention subscale scores, has been associated with worse outcome in ADHD. To determine if DESR is differentially associated with elevated RT-ISV, we examined RT-ISV in children with ADHD with and without DESR and in typically developing children (TDC). Method: We contrasted RT-ISV during a 6-min Eriksen Flanker Task in 31 children with ADHD without DESR, 34 with ADHD with DESR, and 65 TDC. Results: Regardless of DESR, children with ADHD showed significantly greater RT-ISV than TDC ( p < .001). The ADHD subgroups, defined by presence or absence of DESR, did not differ from each other. Conclusion: Increased RT-ISV characterizes ADHD regardless of comorbid DESR. Alongside similar findings in children and adults with ADHD, these results suggest that RT-ISV is related to cognitive rather than emotional dysregulation in ADHD.

T67. Is Increased Response Time Variability Related to Deficient Emotional Self-Regulation in Children With ADHD?

2018 ◽  
Vol 83 (9) ◽  
pp. S154-S155
Author(s):  
Shereen Elmaghrabi ◽  
Maria Nahmias ◽  
Nicoletta Adamo ◽  
Adriana Di Martino ◽  
Krishna Somandepalli ◽  
...  
Keyword(s):  
Response Time ◽  
Self Regulation ◽  
Time Variability ◽  
Children With Adhd ◽  
Response Time Variability

scholarly journals Behavioral and Electrophysiological Correlates of Performance Monitoring and Development in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder

2020 ◽  
Vol 10 (2) ◽  
pp. 79 ◽  
Author(s):  
Yanni Liu ◽  
Gregory L. Hanna ◽  
Barbara S. Hanna ◽  
Haley E. Rough ◽  
Paul D. Arnold ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Child Behavior Checklist ◽  
Performance Monitoring ◽  
Longitudinal Design ◽  
Flanker Task ◽  
Developmental Trajectory ◽  
Time Variability ◽  
Hyperactivity Disorder

The pathophysiology of attention-deficit/hyperactivity disorder (ADHD) involves deficits in performance monitoring and adaptive adjustments. Yet, the developmental trajectory and underlying neural correlates of performance monitoring deficits in youth with ADHD remain poorly understood. To address the gap, this study recruited 77 children and adolescents with ADHD and 77 age- and gender-matched healthy controls (HC), ages 8–18 years, who performed an arrow flanker task during electroencephalogram recording. Compared to HC, participants with ADHD responded more slowly and showed larger reaction time variability (RTV) and reduced post-error slowing; they also exhibited reduced error-related negativity (ERN) and error positivity effects, and reduced N2 and P3 congruency effects. Age effects were observed across groups: with increasing age, participants responded faster, with less variability, and with increased post-error slowing. They also exhibited increased ERN effects and increased N2 and P3 congruency effects. Increased RTV and reduced P3 amplitude in incongruent trials were associated with increased ADHD Problems Scale scores on the Child Behavior Checklist across groups. The altered behavioral and ERP responses in ADHD are consistent with the pattern associated with younger age across groups. Further research with a longitudinal design may determine specific aspects of developmental alteration and deficits in ADHD during performance monitoring.

scholarly journals Reinforcement Enhances Vigilance Among Children With ADHD: Comparisons to Typically Developing Children and to the Effects of Methylphenidate

2014 ◽  
Vol 43 (1) ◽  
pp. 149-161 ◽  
Author(s):  
Michelle G. Bubnik ◽  
Larry W. Hawk ◽  
William E. Pelham ◽  
James G. Waxmonsky ◽  
Keri S. Rosch
Keyword(s):  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd

scholarly journals Distinct Patterns of Everyday Executive Function Problems Distinguish Children With Tourette Syndrome From Children With ADHD or Autism Spectrum Disorders

2014 ◽  
Vol 21 (10) ◽  
pp. 811-823 ◽  
Author(s):  
Kjell Tore Hovik ◽  
Jens Egeland ◽  
Peter K. Isquith ◽  
Gerard Gioia ◽  
Erik Winther Skogli ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Executive Function ◽  
Tourette Syndrome ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd ◽  
The Everyday ◽  
Behavior Rating Inventory ◽  
Spectrum Disorders

Objective: The aim is to investigate the everyday executive function (EF) in children with Tourette syndrome (TS), Inattentive or Combined presentations of ADHD (ADHD-I/ADHD-C), autism spectrum disorders (ASD), and typically developing children (TDC). Method: Nineteen TS, 33 ADHD-C, 43 ADHD-I, 34 ASD, and 50 TDC participated (8-17 years). Parents completed the Behavior Rating Inventory of Executive Function (BRIEF). Results: TS, ADHD-C, ADHD-I, or ASD were rated with significantly more regulation problems on all scales compared with TDC. Considerable overlap of symptoms between clinical groups made differentiation difficult on individual scales. Scale configurations showed children with TS to have more problems with emotional control (EC) than cognitive flexibility in relation to children with ASD, more problems with EC than inhibitory control in relation to ADHD-C, and more problems with EC than planning/organizing in relation to ADHD-I. Conclusion: Paired BRIEF scales dissociated EF problems in children with TS from children with ADHD-C, ADHD-I, or ASD. Clinical relevance is discussed.

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