Cortical Morphometric Abnormality and Its Association with Working Memory in Children with Attention-Deficit/Hyperactivity Disorder

Objective Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children and adolescents. The present study investigated the cortical morphology features and their relationship with working memory (WM).Methods In the present study, a total of 36 medication naïve children with ADHD (aged from 8 to 15 years) and 36 age- and gendermatched healthy control (HC) children were included. The digit span test was used to evaluate WM. The magnetic resonance imaging (MRI) was used to examine the characteristics of cortical morphology. Firstly, we compared the cortical morphology features between two groups to identify the potential structural alterations of cortical volume, surface, thickness, and curvature in children with ADHD. Then, the correlation between the brain structural abnormalities and WM was further explored in children with ADHD.Results Compared with the HC children, the children with ADHD showed reduced cortical volumes in the left lateral superior temporal gyrus (STG) (p=6.67×10-6) and left anterior cingulate cortex (ACC) (p=3.88×10-4). In addition, the cortical volume of left lateral STG was positively correlated with WM (r=0.36, p=0.029).Conclusion Though preliminary, these findings suggest that the reduced cortical volumes of left lateral STG may contribute to the pathogenesis of ADHD and correlate with WM in children with ADHD.

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

Journal of the International Neuropsychological Society ◽

10.1017/s1355617715001010 ◽

2015 ◽

Vol 22 (1) ◽

pp. 1-11 ◽

Cited By ~ 9

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)

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A Cross-Sectional Study of 0.6 Million Children with Attention-Deficit/Hyperactivity Disorder in the United States

Journal of Child Science ◽

10.1055/s-0040-1716715 ◽

2020 ◽

Vol 10 (01) ◽

pp. e97-e103

Author(s):

Irene Rethemiotaki

Keyword(s):

United States ◽

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Family Income ◽

Neurodevelopmental Disorder ◽

Multiple Logistic Regression Analysis ◽

The United States ◽

Cross Sectional ◽

Children With Adhd ◽

Hyperactivity Disorder

AbstractAttention-deficit hyperactivity disorder (ADHD) is an increasingly recognized chronic neurodevelopmental disorder. This work aims at studying the prevalence and clinical characteristics of children with ADHD in the United States in the period between 2009 and 2018. Data from the National Health Interview Survey were analyzed by univariate and multivariate statistics to assess the role of socioeconomic factors in the development of ADHD. It has been studied 615,608 children, 51.2% male and 48.7% female. The prevalence of ADHD was 9.13%, with males predominating over females. The number of children with ADHD increased from 2009 to 2018 by 14.8%. As specified by multiple logistic regression analysis, males (odds ratio [OR] 2.38) who have neither mother nor father (OR 1.76) are twice as likely to have ADHD compared with their peers. In addition, family income (OR 1.40) and parent's education (OR 1.12) were significantly associated with ADHD. It has been highlighted the significance of deprivation of both family and financial comfort as primary indicators for ADHD in children. Moreover, children with ADHD were more likely to be males in the age group of 12 to 17.

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

JOURNAL FOR CLINICAL AND DIAGNOSTIC RESEARCH ◽

10.7860/jcdr/2020/43576.13807 ◽

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.

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

Journal of the International Neuropsychological Society ◽

10.1017/s1355617713001100 ◽

2013 ◽

Vol 20 (1) ◽

pp. 41-51 ◽

Cited By ~ 16

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)

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

Arquivos de Neuro-Psiquiatria ◽

10.1590/0004-282x20170030 ◽

2017 ◽

Vol 75 (4) ◽

pp. 204-208 ◽

Cited By ~ 5

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.

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

Arquivos de Neuro-Psiquiatria ◽

10.1590/0004-282x20130174 ◽

2013 ◽

Vol 71 (11) ◽

pp. 896-901 ◽

Cited By ~ 4

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.

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C-43 The Relation Between Executive Functioning and Fluid Reasoning Performance in Children with Attention-Deficit/Hyperactivity Disorder

Archives of Clinical Neuropsychology ◽

10.1093/arclin/acz034.205 ◽

2019 ◽

Vol 34 (6) ◽

pp. 1072-1072

Author(s):

N Coultis ◽

A Brown ◽

E Heideman

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Executive Functioning ◽

Inhibitory Control ◽

Attention Deficit ◽

Performance Test ◽

Word Identification ◽

Neurodevelopmental Disorder ◽

Children With Adhd ◽

Hyperactivity Disorder ◽

Fluid Reasoning

Abstract Objective Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects about 5% of school-aged children.4 Fluid reasoning (FR) tasks assess one’s ability to detect underlying conceptual relationships and use reasoning to identify and apply rules to problem solve.4 Previous research has demonstrated that children with ADHD perform more poorly in FR, though the mechanism behind this is unclear.3,4 The literature suggests that FR is reliant on executive functioning skills such as inhibitory control, working memory, and planning.1,4 Therefore, this study examines how performance on FR from the Wechsler Intelligence Scale for Children (WISC-V) is related to measures of executive functioning (EF) and attention in children with ADHD. Method Participants were children aged 8 to 16-years with ADHD (N = 75) referred for neuropsychological testing. Participant demographics: males (N = 50, 65.8%), females (N = 26, 34.2%); African American (5.3%), Asian (1.3%), Caucasian (52.6%), Other (39.5%). Measures included the WISC-V Fluid Reasoning Index (FRI), Delis-Kaplan Executive Function System (DKEFS) Color Word Identification (CWI) and Tower subtests, omissions/commissions on the Conners Continuous Performance Test (CPT), and Behavior Rating Inventory of Executive Functioning (BRIEF) subscales. Results Bivariate correlations showed that the FRI was only significantly positively correlated with CWI Inhibition/Switching Time (r = .246, p = .047). Commission errors on the CPT approached significance (r = .217, p = .145). Conclusion The WISC-V FRI may be vulnerable to weaknesses in EF or behavioral control in children with ADHD and should be interpreted in that context. Findings suggest the FRI may be particularly impacted by weaknesses in inhibitory control.

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Foundation Phase teachers’ understanding of attention deficit hyperactivity disorder at Johannesburg independent schools

South African Journal of Childhood Education ◽

10.4102/sajce.v10i1.825 ◽

2020 ◽

Vol 10 (1) ◽

Author(s):

Tamara H. Jaye ◽

Cecil Levy ◽

Jacob Majakwara ◽

Sheri Hanson

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Independent Schools ◽

Neurodevelopmental Disorder ◽

Discussion Group ◽

Classroom Setting ◽

Children With Adhd ◽

Level Of Education ◽

Hyperactivity Disorder ◽

Level Of Knowledge

Background: Attention deficit hyperactivity (ADHD) disorder is a common childhood neurodevelopmental disorder. The symptoms of hyperactivity, impulsivity and inattention often become evident in a structured classroom setting. Teachers play a key role in identifying these features and referring these pupils for assessments.Aim: This study investigated the understanding and perceptions of ADHD amongst Foundation Phase teachers at independent schools in Johannesburg.Setting: This study was conducted at nine independent schools in the Johannesburg area.Methods: A total of 95 teachers filled out a standardised questionnaire, the Knowledge of Attention Deficit Disorders Scale (KADDS), which looks at three aspects of ADHD, namely, associated features, symptoms and treatment. The teachers also answered several demographic questions such as their sex, age, level of education, knowledge of a person outside the school with ADHD and confidence to teach a child with ADHD. An informal directed discussion group was conducted, which comprised 32 teachers who had filled in the questionnaire. Open-ended questions were asked during the discussion group.Results: The overall results were the highest obtained compared to similar previous studies. These teachers had a very good knowledge with regard to the symptoms of ADHD, they had a fair understanding about the treatment of ADHD and their knowledge about the associated features of ADHD was limited. Exposure to children with ADHD and higher number of ADHD workshops attended and ADHD articles read were beneficial to the teachers’ overall knowledge about ADHD. Years of experience and the age of the teacher were not associated with a greater knowledge about ADHD.Conclusion: Independent school Foundation Phase teachers displayed a good level of knowledge about ADHD. This knowledge was enhanced by continual ADHD education and exposure to children with ADHD.

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Fifteen-minute consultation: To prescribe or not to prescribe in ADHD, that is the question

Archives of Disease in Childhood - Education and Practice ◽

10.1136/archdischild-2020-318866 ◽

2020 ◽

pp. edpract-2020-318866

Author(s):

Annie Swanepoel

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

School Environment ◽

Goodness Of Fit ◽

Neurodevelopmental Disorder ◽

Social Construct ◽

Developmental Trauma ◽

Children With Adhd ◽

Hyperactivity Disorder ◽

Evolutionary Science

Attention-deficit hyperactivity disorder (ADHD) is fraught with controversy. Some clinicians believe it is a biological neurodevelopmental disorder which should be treated with medication. Others are adamant that ADHD is a social construct in which children, who have suffered developmental trauma, are medicalised. Evolutionary science may help us find a solution to this dichotomy by seeing ADHD as an example of an evolutionary mismatch in which children with ADHD are caught in a school environment that does not suit their natures. By considering how to improve the ‘goodness of fit’ between the child and their environment, clinicians can be more flexible in finding solutions that are ethically sound.

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