The Pragmatic Language Ability and Executive Functions in Children with ADHD : Compar ison with Normal Controls

2014 ◽  
Vol 13 (1) ◽  
pp. 89 ◽  
Author(s):  
MinHee Lee ◽  
Dongsun Yim
Keyword(s):  
Executive Functions ◽  
Language Ability ◽  
Pragmatic Language ◽  
Children With Adhd ◽  
Normal Controls

The Processes Underlying Positive Illusory Bias in ADHD: The Role of Executive Functions and Pragmatic Language Skills

2021 ◽  
pp. 108705472110636
Author(s):  
Giulia Crisci ◽  
Ramona Cardillo ◽  
Irene C. Mammarella
Keyword(s):  
Social Competence ◽  
Executive Functions ◽  
Receptive Language ◽  
Pragmatic Language ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Children With Adhd ◽  
Pragmatic Language Skills ◽  
Social Difficulties

Objective: Children with ADHD often show a positive illusory bias (PIB), reporting an extremely positive idea of their own competence, despite their difficulties. The mechanisms underlying this phenomenon are still poorly understood. In the present study, we examined social PIB and investigated the role of executive functions (EFs) and pragmatic language (PL). Method: Forty-one children with ADHD and 42 typically-developing children matched on age, IQ, and receptive language were administered measures of social competence, EFs and PL. The parents were also asked to estimate their child’s social competence. Results: There was evidence of social difficulties and PIB in children with ADHD. Only PL, not EFs, seemed to mediate the association between ADHD and PIB. Conclusion: Our findings suggest that PL abilities should be considered in efforts to improve self-perception in children with ADHD.

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.

scholarly journals Reaction time assessment in children with ADHD

2010 ◽  
Vol 68 (2) ◽  
pp. 282-286 ◽  
Author(s):  
Cristiana Bolfer ◽  
Erasmo Barbante Casella ◽  
Marcus Vinícius Chrysóstomo Baldo ◽  
Amanda Manzini Mota ◽  
Miriam Harumi Tsunemi ◽  
...  
Keyword(s):  
Reaction Time ◽  
Attention Deficit ◽  
Test Results ◽  
Voluntary Attention ◽  
Statistical Manual ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Diagnostic And Statistical Manual ◽  
Attentional System ◽  
Normal Controls

Attention deficit, impulsivity and hyperactivity are the cardinal features of attention deficit hyperactivity disorder (ADHD) but executive function (EF) disorders, as problems with inhibitory control, working memory and reaction time, besides others EFs, may underlie many of the disturbs associated with the disorder. OBJECTIVE: To examine the reaction time in a computerized test in children with ADHD and normal controls. METHOD: Twenty-three boys (aged 9 to 12) with ADHD diagnosis according to Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, 2000 (DSM-IV) criteria clinical, without comorbidities, Intelligence Quotient (IQ) >89, never treated with stimulant and fifteen normal controls, age matched were investigated during performance on a voluntary attention psychophysical test. RESULTS: Children with ADHD showed reaction time higher than normal controls. CONCLUSION: A slower reaction time occurred in our patients with ADHD. This findings may be related to problems with the attentional system, that could not maintain an adequate capacity of perceptual input processes and/or in motor output processes, to respond consistently during continuous or repetitive activity.

Auditory and Visual Executive Functions in Children and Response to Methylphenidate: A Randomized Controlled Trial

2017 ◽  
Vol 24 (2) ◽  
pp. 235-245
Author(s):  
Yaffa Hadar ◽  
Shraga Hocherman ◽  
Oren Lamm ◽  
Emanuel Tirosh
Keyword(s):  
Executive Functions ◽  
Visual Cues ◽  
Controlled Trial ◽  
Crossover Design ◽  
Control Groups ◽  
Children With Adhd ◽  
Randomized Controlled ◽  
The Difference ◽  
Visually Based ◽  
And Control

Objectives: The aim of the study was to assess auditory and visually based executive functions (EFs) and the effect of methylphenidate (MPH) in children with ADHD. Methods: Thirty-six boys between the ages of 8.3 and 9.7 years with ADHD and 36 matched controls were included. The study group was randomized into MPH and placebo for 7 days each in a crossover design. A Cued Choice Reaction Time (CCRT) test that included incongruent cuing was administered at baseline and following 1 and 2 weeks. Results: The difference between the study and control groups was more evident with visual cues and incongruent cuing. Increased gains by children with predominantly hyperactive–impulsive\combined (HI\C) type of ADHD were observed under MPH. Conclusions: The differences between children with ADHD and typical children are more pronounce under incongruent auditory cuing . The gains attributable to MPH are more specific to tasks involving auditory and visual EFs and in children with HI\C type ADHDs.

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