scholarly journals Correlation between sleep disorder screening and executive dysfunction in children with attention deficit-hyperactivity disorder

2013 ◽  
Vol 71 (11) ◽  
pp. 896-901 ◽  
Author(s):  
Elizabeth Zambrano-Sanchez ◽  
Jose A. Martinez-Cortes ◽  
Minerva Dehesa-Moreno ◽  
Yolanda del Rio-Carlos ◽  
Adrian Poblano
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Executive Dysfunction ◽  
Group Method ◽  
Control Group ◽  
Intelligence Scale ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Pediatric Sleep Questionnaire

Objective To compare frequency of sleep disorders (SD) and executive dysfunction (ED) in children with attention deficit-hyperactivity disorder (ADHD) and a control group. Method We studied 156 children with ADHD with a mean age of 8.5 years, and a control group with 111 children with a mean age of 8.3 years. We utilized the Pediatric Sleep Questionnaire (PSQ) to screen SD and the working memory measurement from the Wechsler intelligence scale for children (WISC-IV) to screen ED. Results We did not observe an increased frequency of SD in children with ADHD compared with the controls. However, we did identify ED in children with ADHD; additionally a significant correlation was observed between the type of ADHD and SD and among ED, WISC-IV measurements, and type of SD in children with ADHD. Conclusion An increase of SD frequency in children with ADHD was not observed, but we did identify ED in children with ADHD. Additionally, a correlation among ADHD types, SD, ED, and WISC-IV measurements was observed in children with ADHD.

scholarly journals Executive dysfunction screening and intelectual coefficient measurement in children with attention deficit hyperactivity disorder

2010 ◽  
Vol 68 (4) ◽  
pp. 545-549 ◽  
Author(s):  
Elizabeth Zambrano-Sánchez ◽  
José A Martínez-Cortés ◽  
Yolanda del Rió-Carlos ◽  
Maria del Consuelo Martínez-Wbaldo ◽  
Adrián Poblano
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Intelligence Quotient ◽  
Block Design ◽  
Executive Dysfunction ◽  
Group Method ◽  
Control Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Group I

OBJECTIVE: To perform a complete Intelligence quotient (IQ) measurement (verbal, performance, and total) and subsequently, to compare executive function (EF) measurements in subgroups of children with attention deficit-hyperactivity disorder (ADHD) with a control group. METHOD: We studied a group of children from 7-12 years of age from public elementary schools. Children were selected by means of Diagnostic and Statistical Manual of Mental Disorders-IV-Revised (DSM-IV-R) parent and teacher questionnaires for ADHD. EFs were screened by Weschler Intelligence Scale for Children (WISC-R) performance intelligence quotient (IQ) determination of the following sub-tests: picture completion; block designs, and object assembly tests. Simultaneously, total (T-), performance (P-), and verbal (V-) IQs were measured for each patient. RESULTS: We studied 26 control subjects, and 35 children with ADHD. Numbers of children in each ADHD sub-type group were as follows: 15 in the combined group (-C), 13 in the inattentive group (-I), and 7 in hyperactivity group (-H). We found significant lower EF scores in picture arrangement (F=3.76, df 3,57, p=0.01), block design (F=4.55, df 3,57, p<0.01), and object assembly (F=4.52, df 3,57, p<0.01). Post-hoc analysis showed that differences were located among ADHD-C, ADHD-I, and ADHD-H groups when compared with controls. We found significantly lower cognitive scores in the ADHD-I group as follows: P-IQ (F=3.57, df 3,57, p=0.02), and T-IQ (F=2.90, df 3,57, p=0.04). CONCLUSION: Our results showed that screening of EF alteration in children with ADHD is easy and rapid by means of certain P-IQ determination sub-scales of the WISC test; moreover, complementary IQ determination can be measured simultaneously. Overall, children with ADHD exhibited an EF alteration. ADHD-I children demonstrated lower P-IQ, and T-IQ scores than control children.

Good Holders, Bad Shufflers: An Examination of Working Memory Processes and Modalities in Children with and without Attention-Deficit/Hyperactivity Disorder

2015 ◽  
Vol 22 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Ashley N. Simone ◽  
Anne-Claude V. Bédard ◽  
David J. Marks ◽  
Jeffrey M. Halperin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Digit Span ◽  
Specific Pattern ◽  
Significant Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Group Condition ◽  
Visual Spatial

AbstractThe aim of this study was to examine working memory (WM) modalities (visual-spatial and auditory-verbal) and processes (maintenance and manipulation) in children with and without attention-deficit/hyperactivity disorder (ADHD). The sample consisted of 63 8-year-old children with ADHD and an age- and sex-matched non-ADHD comparison group (N=51). Auditory-verbal and visual-spatial WM were assessed using the Digit Span and Spatial Span subtests from the Wechsler Intelligence Scale for Children Integrated - Fourth Edition. WM maintenance and manipulation were assessed via forward and backward span indices, respectively. Data were analyzed using a 3-way Group (ADHD vs. non-ADHD)×Modality (Auditory-Verbal vs. Visual-Spatial)×Condition (Forward vs. Backward) Analysis of Variance (ANOVA). Secondary analyses examined differences between Combined and Predominantly Inattentive ADHD presentations. Significant Group×Condition (p=.02) and Group×Modality (p=.03) interactions indicated differentially poorer performance by those with ADHD on backward relative to forward and visual-spatial relative to auditory-verbal tasks, respectively. The 3-way interaction was not significant. Analyses targeting ADHD presentations yielded a significant Group×Condition interaction (p=.009) such that children with ADHD-Predominantly Inattentive Presentation performed differentially poorer on backward relative to forward tasks compared to the children with ADHD-Combined Presentation. Findings indicate a specific pattern of WM weaknesses (i.e., WM manipulation and visual-spatial tasks) for children with ADHD. Furthermore, differential patterns of WM performance were found for children with ADHD-Predominantly Inattentive versus Combined Presentations. (JINS, 2016, 22, 1–11)

scholarly journals Comparative Efficacy of Structured Games and Behavioural Parent Training on Working Memory in Children with Attention Deficit Hyperactivity Disorder: A Pilot Study

2020 ◽  
Author(s):  
Raghumahanti Raghuveer ◽  
. Ruchi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Parent Training ◽  
Attention Deficit ◽  
Uttar Pradesh ◽  
Test Time ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Behavioural Parent Training

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) may develop during the preschool years of the child and extend into adulthood. ADHD also leads to impaired Working Memory (WM) creating problems in various functions. Aim: To compare the effectiveness of behavioural parent training and structured games on WM of children with ADHD. Materials and Methods: This prospective interventional study was conducted in 18 schools of Ghaziabad City, Uttar Pradesh, India. Seventy subjects were selected based on Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) criteria. Group A (n=35) received structured games and Group B (n=35) received Behavioural Parent Training (BPT). Seguin Form Board Test Time (SFBTT) was recorded as outcome on baseline and 5th week. Student’s paired and unpaired t-test was done. SPSS 22.0 version was the software used and p<0.05 was considered as level of significance. Results: Analysed data showed significant results within structured games group with t=2.355, p<0.05, and no significant result within BPT group with t=-0.776, p>0.05. Between group comparison showed significant difference with t=-2.804, p<0.05. Conclusion: Training of WM in form of structured games can be an effective method when compared to BPT in children with ADHD.

scholarly journals Executive Function in Children with Attention Deficit/Hyperactivity Disorder: The NIH EXAMINER Battery

2013 ◽  
Vol 20 (1) ◽  
pp. 41-51 ◽  
Author(s):  
Jane E. Schreiber ◽  
Katherine L. Possin ◽  
Jonathan M. Girard ◽  
Celiane Rey-Casserly
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Executive Function ◽  
Cognitive Control ◽  
Attention Deficit ◽  
Memory Performance ◽  
Parent Report ◽  
Learning Problems ◽  
Children With Adhd ◽  
Hyperactivity Disorder

AbstractTheories of attention deficit/hyperactivity disorder (ADHD) increasingly highlight the role of neuropsychological impairment in ADHD; however, a consistent and identifiable pattern of performance on tests is not well established. The National Institutes of Health (NIH) Executive Abilities: Measures and Instruments for Neurobehavioral Evaluation and Research (EXAMINER) battery provides measures of common variance across multiple executive function tests within specific domains and was used to characterize which executive functions are most affected in children with ADHD. Thirty-two children (24 male), ages 8–15 years (M = 12.02; SD = 2.29), diagnosed with ADHD and no comorbid disorder completed the NIH EXAMINER battery. Sixty age and gender matched healthy controls were chosen from a database of participants enrolled in the NIH EXAMINER multi-site study. Children with ADHD performed worse on the working memory score compared with the controls. No differences were found on the cognitive control or fluency scores. For children with ADHD, poorer working memory performance predicted parent report of child learning problems. Cognitive control and fluency scores did not predict learning problems. In summary, working memory emerges as a primary impairment in children with ADHD who have no comorbid disorders. Furthermore, working memory weaknesses may underlie the academic problems often seen in children with ADHD. (JINS, 2013, 19, 1–11)

scholarly journals Attention-deficit/hyperactivity disorder: the impact of methylphenidate on working memory, inhibition capacity and mental flexibility

2017 ◽  
Vol 75 (4) ◽  
pp. 204-208 ◽  
Author(s):  
Cristiana Bolfer ◽  
Sandra Pasquali Pacheco ◽  
Miriam Harumi Tsunemi ◽  
Walter Souza Carreira ◽  
Beatriz Borba Casella ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Digit Span ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Mental Flexibility ◽  
Adhd Children ◽  
Memory Inhibition ◽  
The Impact

ABSTRACT Objective To compare children with attention-deficit/hyperactivity disorder (ADHD), before and after the use of methylphenidate, and a control group, using tests of working memory, inhibition capacity and mental flexibility. Methods Neuropsychological tests were administrated to 53 boys, 9–12 years old: the WISC-III digit span backward, and arithmetic; Stroop Color; and Trail Making Tests. The case group included 23 boys with ADHD, who were combined type, treatment-naive, and with normal intelligence without comorbidities. The control group (n = 30) were age and gender matched. After three months on methylphenidate, the ADHD children were retested. The control group was also retested after three months. Results Before treatment, ADHD children had lower scores than the control group on the tests (p ≤ 0.001) and after methylphenidate had fewer test errors than before (p ≤ 0.001) Conclusion Methylphenidate treatment improves the working memory, inhibitory control and mental flexibility of ADHD boys.

An investigation of visuospatial memory impairment in children with attention deficit hyperactivity disorder (ADHD), combined type

2005 ◽  
Vol 35 (10) ◽  
pp. 1433-1443 ◽  
Author(s):  
R. BARNETT ◽  
P. MARUFF ◽  
A. VANCE
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Memory Impairment ◽  
Stimulant Medication ◽  
Memory Task ◽  
Control Group ◽  
Visuospatial Memory ◽  
Careful Study ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Background. Memory impairment is not considered a core cognitive feature of attention deficit hyperactivity disorder, combined type (ADHD-CT), although it is associated with impairments in attentional and executive functions. This study investigates visuospatial memory impairment, in particular encoding and retrieval aspects, in children with ADHD-CT who are stimulant-medication naive and medicated with stimulant medication.Method. A cross-sectional study of visuospatial memory in 6- to 12-year-old children with stimulant-medication-naive ADHD-CT (n=62) and medicated ADHD-CT (n=58) compared to an age- and gender-matched healthy control group (n=39) was completed.Results. Both medication-naive and medicated ADHD-CT groups demonstrated subtle yet significant impairment in visuospatial memory. The memory impairment was delay-independent, which, along with other factors, suggest dysfunction of the encoding rather than retrieval phase of visuospatial memory.Conclusions. Careful study of large ADHD-CT samples does detect deficits in a visuospatial memory task, but these reflect attentional deficits rather than being specifically due to dysfunction of the medial temporal lobe explicit memory system. Children with ADHD-CT may benefit from cognitive and behavioural strategies focused on improving encoding of relevant information rather than retrieval strategies.

scholarly journals Computerized Eye-Tracking Training Improves the Saccadic Eye Movements of Children with Attention-Deficit/Hyperactivity Disorder

2020 ◽  
Vol 10 (12) ◽  
pp. 1016
Author(s):  
Tsz Lok Lee ◽  
Michael K. Yeung ◽  
Sophia L. Sze ◽  
Agnes S. Chan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Eye Movements ◽  
Eye Tracking ◽  
Attention Deficit ◽  
Saccadic Eye Movements ◽  
Saccade Latency ◽  
Pharmacological Intervention ◽  
Control Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Abnormal saccadic eye movements, such as longer anti-saccade latency and lower pro-saccade accuracy, are common in children with attention-deficit/hyperactivity disorder (ADHD). The present study aimed to investigate the effectiveness of computerized eye-tracking training on improving saccadic eye movements in children with ADHD. Eighteen children with ADHD (mean age = 8.8 years, 10 males) were recruited and assigned to either the experimental (n = 9) or control group (n = 9). The experimental group underwent an accumulated 240 min of eye-tracking training within two weeks, whereas the control group engaged in web game playing for the same amount of time. Saccadic performances were assessed using the anti- and pro-saccade tasks before and after training. Compared to the baseline, only the children who underwent the eye-tracking training showed significant improvements in saccade latency and accuracy in the anti- and pro-saccade tasks, respectively. In contrast, the control group exhibited no significant changes. These preliminary findings support the use of eye-tracking training as a safe non-pharmacological intervention for improving the saccadic eye movements of children with ADHD.

scholarly journals Alpha power, working memory (WM) and Attention Deficit Hyperactivity Disorder (ADHD) symptoms among children with ADHD

2018 ◽  
Vol 18 (10) ◽  
pp. 978
Author(s):  
shira frances-israeli ◽  
inbar trinczer ◽  
shlomit greenberg-yuval ◽  
roy amit ◽  
noa rotman ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Alpha Power ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder

scholarly journals Computer-based inhibitory control training in children with Attention-Deficit/Hyperactivity Disorder (ADHD): Evidence for behavioral and neural impact

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0241352
Author(s):  
Kristin N. Meyer ◽  
Rosario Santillana ◽  
Brian Miller ◽  
Wes Clapp ◽  
Marcus Way ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Inhibitory Control ◽  
Attention Deficit ◽  
Psychological Disorder ◽  
Stop Signal Task ◽  
Control Group ◽  
Children With Adhd ◽  
Theta Power ◽  
Hyperactivity Disorder ◽  
Computerized Training

Attention-deficit hyperactivity disorder (ADHD) is the most commonly diagnosed psychological disorder of childhood. Medication and cognitive behavioral therapy are effective treatments for many children; however, adherence to medication and therapy regimens is low. Thus, identifying effective adjunct treatments is imperative. Previous studies exploring computerized training programs as supplementary treatments have targeted working memory or attention. However, many lines of research suggest inhibitory control (IC) plays a central role in ADHD pathophysiology, which makes IC a potential intervention target. In this randomized control trial (NCT03363568), we target IC using a modified stop-signal task (SST) training designed by NeuroScouting, LLC in 40 children with ADHD, aged 8 to 11 years. Children were randomly assigned to adaptive treatment (n = 20) or non-adaptive control (n = 20) with identical stimuli and task goals. Children trained at home for at least 5 days a week (about 15m/day) for 4-weeks. Relative to the control group, the treatment group showed decreased relative theta power in resting EEG and trending improvements in parent ratings of attention (i.e. decreases in inattentive behaviors). Both groups showed improved SST performance. There was not evidence for treatment effects on hyperactivity or teacher ratings of symptoms. Results suggest training IC alone has potential to positively impact symptoms of ADHD and provide evidence for neural underpinnings of this impact (change in theta power; change in N200 latency). This shows promising initial results for the use of computerized training of IC in children with ADHD as a potential adjunct treatment option for children with ADHD.

scholarly journals Hot and Cool Executive Functions in Children with Attention-Deficit/Hyperactivity Disorder and Comorbid Oppositional Defiant Disorder

2015 ◽  
Vol 21 (8) ◽  
pp. 584-595 ◽  
Author(s):  
Tanya N. Antonini ◽  
Stephen P. Becker ◽  
Leanne Tamm ◽  
Jeffery N. Epstein
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Functions ◽  
Oppositional Defiant Disorder ◽  
Attention Deficit ◽  
Executive Dysfunction ◽  
Card Sorting ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Odd Symptoms

AbstractWhile neuropsychological deficits in both “hot” and “cool” executive functions (EFs) have been documented among individuals with attention-deficit/hyperactivity disorder (ADHD), these EF deficits are not universal across all individuals with this diagnosis. One potential moderator of executive dysfunction may be the presence of comorbid oppositional defiant disorder (ODD). This study examined the association between “hot” and “cool” EFs and comorbid ODD in children with ADHD. Thirty-three children with ADHD and comorbid ODD (ADHD+ODD), 67 with ADHD without ODD (ADHD-ODD), and 30 typically developing controls participated. Children were 7–12 years of age. “Cool” EFs were assessed with a spatial span task and a card sorting test. “Hot” EFs were assessed using a delay discounting task and a gambling task. ADHD-ODD and ADHD+ODD groups performed more poorly on “cool” EF tasks than controls, but did not differ from each other. Furthermore, the number of ADHD symptoms, but not ODD symptoms, was associated with “cool” EF scores. The three groups did not differ on “hot” EF tasks and the number of ADHD or ODD symptoms was unrelated to “hot” EF scores. In sum, children with ADHD presented with “cool” EF deficits which appear to be unrelated to ODD comorbidity. However, “hot” EF deficits were not present among children with ADHD, irrespective of comorbid ODD status. (JINS, 2015,21, 584–595)

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