Comparison of different components of executive functions in children with attention-deficit/hyperactivity disorder, children with specific learning disorders, and normal children (original) (raw)
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Middle East Current Psychiatry, 2020
Background Both ADHD and learning disorders have been found to be associated with executive dysfunctions; the executive functions’ (EFs) construct generally involves a series of components—planning, cognitive flexibility, inhibition, attention control, and verbal and visuo-spatial working memory—that work independently in many ways but are closely related. There were no significant studies comparing both disorders and excluding the drug’s effects on executive functions. In our study, we used BDEFS-CA to assess executive functions among a sample of 340 children divided in to four groups: group 1 (100 children), ADHD only; group II (80 children), LD only; group III (60 children), combined ADHD and LD; and group IV (100 children), control group. We included children aged from 6 to 13 of both sexes of average IQ and all had to be drug naive with no sensory impairment or disabling neurological disorder and after their parents’ consent. Results The results showed that there was significan...
Neurología (English Edition), 2013
Objective: To identify impairment of executive functions (EFs) in children with attention deficit hyperactivity disorder (ADHD). Subjects and methods: A case-control study was performed on a sample of schoolchildren with low socioeconomic levels in Bogota, Colombia. ADHD was diagnosed using the DSM IV checklist and the Behaviour Assessment System for Children (BASC) scale. Children with cognitive deficits were excluded. We evaluated scores from six measurements of EF. We conducted a bivariate statistical analysis to compare the variables, a multivariate study controlled by sex and age, and a logistic regression analysis. Results: The study sample included 119 children with ADHD and 85 controls, all aged between 6 and 12 years. Controlling by sex, age, and type of school showed that EF measurements in children with ADHD were significantly more impaired than in controls, especially for measurements of verbal and graphic fluency, Rey-Osterrieth complex figure, and cognitive flexibility. Comparison of ADHD subgroups showed that results in children with multiple deficits were similar to those in the global ADHD group. Graphic fluency impairment was the sole impairment in cases with only attention deficit or only hyperactivity-impulsivity manifestations. Conclusions: EF measures in children with ADHD revealed more problems, particularly those having to do within planning, inhibition, working memory and cognitive control. Age and sex may affect the degree of EF impairment.
ATTENTION AND EXECUTIVE FUNCTIONS OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
Attention Deficit Hyperactivity Disorder (ADHD) is a highly prevalent neurobehavioral disorder that may be associated with impairment in attention and executive functions. Very few Indian studies have focused on neuropsychological functions in children with ADHD. We evaluated attention and executive functions such as psychomotor speed, response inhibition and set-shifting in 6-12 year old children with ADHD in comparison with age, gender and education matched healthy controls. The participants included 16 children, out of which eight had ADHD and eight were healthy comparators. They were assessed with Vanderbilt ADHD Diagnostic Rating Scale, Trail Making Test A and B (TMT A and B), Stroop Colour Word Interference Test (SCWIT) and Wisconsin Card Sorting Test (WCST). The ADHD group was found to have significant deficits in the TMT A (p=0.04) and TMT B (p=0.03); and in colour (p=0.01), word (p=0.008) and colour word (p=0.03) subscores of SCWIT. No significant differences were observed in SCWIT interference score or WCST scores. The study shows that ADHD is associated with impairments in attention, psychomotor speed, colour naming and word reading but not with impairments in response inhibition or set shifting. Studies with larger sample size are needed for a better understanding of neuropsychological deficits in ADHD.
Development of Executive Functions in 5- to 12- Years old Iranian Children with and without ADHD
Journal of Educational and Developmental Psychology, 2014
The aim of this research was to investigate the development of executive functions in children with and without ADHD of preschools and primary schools. The population included the male and female children with and without ADHD that were 5 to 12 years old in Iran. Therefore among each age group, 60 subjects (15 girls without ADHD, 15 boys without ADHD, 15 girls with ADHD and 15 boys with ADHD) were selected. Children without ADHD were selected by multistage cluster random sampling and ADHD children were selected by clinicians and Conner's parental questionnaire. The instruments that have been used are Conner's parental questionnaire and NEPSY tower test. The results showed a significant differences in executive functions scores between children with and without ADHD at different age groups, But gender differences was not significant. The results reveal that the development of executive functions in children with and without ADHD is rising, but this development has a significant difference in children with and without ADHD which is the noticeable lower performance of ADHD children. Nevertheless, there is no significant difference between male and female groups with and without ADHD.
Executive Dysfunctions in Children with Attention Deficit Hyperactivity Disorder
International Journal of Neuroscience, 1998
One hundred and twenty-four male children ranging in age from seven to 12 years-old were selected. The sample was divided into two groups: (1) sixty-two with attention deficit hyperactivity disorder (ADHD) children; and (2) sixty-two normal matched controls (N-ADHD). Three tests were individually administered: (I) Wisconsin Card Sorting Test (WCST); (2) Verbal fluency and semantics (animals and fruits); and, (3) Picture Arrangement subtest of the WISC-R. For all the test scores, statistically significant differences were found between both ADHD and N-ADHD groups. Two separate factor analyses were performed, using the normal and ADHD groups. Four factors were found for the N-ADHD group, which accounted for 85.7% of the variance. The factor structure presented some similarities in both groups: Factor 2.3 and 4 in the control group corresponded to factors 1,2 and 3 in the ADHD group. Nonetheless. in the ADHD group Factor 1 (Abstraction and Flexibility Factor) was absent. Results are interpreted as supporting the hypothesis of executive dysfunction in children with ADHD.
Iranian Journal of Psychiatry and Behavioral Sciences, 2015
Background: Attention deficit hyperactivity disorder (ADHD) is a common psychiatric disorder in which impairment of executive functions plays an important role. Objectives: The main objective of this study was to assess the validity of the Behavior Rating Inventory of Executive Function (BRIEF) in children with ADHD. Patients and Methods: Thirty children, aged 7-12 years, attending the child and adolescent clinic of Roozbeh hospital and diagnosed with ADHD according to interview with a child and adolescent psychiatrist, formed our ADHD group. In contrast, thirty participants of the control group were selected from 7 to 12 year-old students according to Conners' Teacher/Parent Rating Scale and did not have ADHD. The kiddie schedule for affective disorders and schizophrenia-present and lifetime version-Persian version was also completed for all children to rule out other psychiatric disorders. After oral consent, parents of 60 children (ADHD = 30, control = 30), completed three questionnaires of ADHD-Rating Scale-IV, Conners' Parent Rating Scale-Revised: Short Version and BRIEF. Results: Children in ADHD group got higher scores than those in the control group in all subscales and indices of BRIEF (P < 0.001). There were also good correlations between subscales and indices of BRIEF and the two other rating scales (P < 0.001). Conclusion: BRIEF could be used as a valid tool to assess behavioral aspects of executive functions, especially to discriminate children with ADHD and normal ones.
Executive Functioning in Subtypes of Attention Deficit Hyperactivity
Noropsikiyatri Arsivi-archives of Neuropsychiatry, 2015
Introduction: This study aims to evaluate executive functions (EF), such as inhibition, planning, working memory, and set shifting, in children with attention deficit hyperactivity disorder (ADHD) by comparing three ADHD subtype groups (ADHD-Inattentive, ADHD-Combined, and ADHD-Comorbid) and a normal control group. Methods: Participants included 147 children. In total, 111 children were assigned to the ADHD groups of the study. Each child was matched according to the WISC-R Full-Scale IQ-score, sex, and age and was grouped as follows: ADHD-Inattentive group (ADHD-I; n=37), ADHD-Combined (ADHD-C; n=37), ADHD-Comorbid group (ADHD-Comorbid with oppositional defiant disorder and/or conduct disorder; n=37), and control group (n=36). The tests used to assess the children were Conners' Parent and Teacher Rating Scales; Wechsler Intelligence Scale-Revised; Tower of London test; Wisconsin Card Sorting Test; Stroop Color-Word Test, and verbal fluency test. The data were analyzed by one-way ANOVA between subjects for all dependent variables. Results: Children in the ADHD-I group had significantly better performances in verbal working memory and verbal category shifting than children in the ADHD-C group. There was no significant difference between the ADHD-I and ADHD-C groups in terms of inhibition, set shifting, verbal fluency, cognitive flexibility, and planning. The ADHD-Comorbid group displayed more severe impairments in EF measures than the ADHD-C group; however, the severity was not statistically significant. EF performances of children in the control group were similar to children in the ADHD-I group but better than children in the ADHD-C and ADHD-Comorbid groups. Conclusion: The outcome of the study indicated that subjects in the ADHD-Comorbid and ADHD-C groups had more severe EF deficits than subjects in the ADHD-I and control groups.
Frontiers in Human Neuroscience, 2021
The present study examines the comorbidity between specific learning disorders (SLD) and attention deficit and hyperactivity disorder (ADHD) by comparing the neuropsychological profiles of children with and without this comorbidity. Ninety-seven schoolchildren from 8 to 14 years old were tested: a clinical sample of 49 children with ADHD (n = 18), SLD (n = 18) or SLD in comorbidity with ADHD (n = 13), and 48 typically-developing (TD) children matched for age and intelligence. Participants were administered tasks and questionnaires to confirm their initial diagnosis, and a battery of executive function (EF) tasks testing inhibition, shifting, and verbal and visuospatial updating. Using one-way ANOVAs, our results showed that all children in the clinical samples exhibited impairments on EF measures (inhibition and shifting tasks) when compared with TD children. A more specific pattern only emerged for the updating tasks. Only children with SLD had significant impairment in verbal upda...
Executive Functioning in Subtypes of Attention Deficit Hyperactivity Disorder
Noropsikiyatri Arsivi-archives of Neuropsychiatry, 2015
Introduction: This study aims to evaluate executive functions (EF), such as inhibition, planning, working memory, and set shifting, in children with attention deficit hyperactivity disorder (ADHD) by comparing three ADHD subtype groups (ADHD-Inattentive, ADHD-Combined, and ADHD-Comorbid) and a normal control group. Methods: Participants included 147 children. In total, 111 children were assigned to the ADHD groups of the study. Each child was matched according to the WISC-R Full-Scale IQ-score, sex, and age and was grouped as follows: ADHD-Inattentive group (ADHD-I; n=37), ADHD-Combined (ADHD-C; n=37), ADHD-Comorbid group (ADHD-Comorbid with oppositional defiant disorder and/or conduct disorder; n=37), and control group (n=36). The tests used to assess the children were Conners' Parent and Teacher Rating Scales; Wechsler Intelligence Scale-Revised; Tower of London test; Wisconsin Card Sorting Test; Stroop Color-Word Test, and verbal fluency test. The data were analyzed by one-way ANOVA between subjects for all dependent variables. Results: Children in the ADHD-I group had significantly better performances in verbal working memory and verbal category shifting than children in the ADHD-C group. There was no significant difference between the ADHD-I and ADHD-C groups in terms of inhibition, set shifting, verbal fluency, cognitive flexibility, and planning. The ADHD-Comorbid group displayed more severe impairments in EF measures than the ADHD-C group; however, the severity was not statistically significant. EF performances of children in the control group were similar to children in the ADHD-I group but better than children in the ADHD-C and ADHD-Comorbid groups. Conclusion: The outcome of the study indicated that subjects in the ADHD-Comorbid and ADHD-C groups had more severe EF deficits than subjects in the ADHD-I and control groups.
Executive Functioning in Attention Deficit Hyperactivity Disorder Subtypes
Noro Psikiyatri Arsivi, 2015
Introduction: This study aims to evaluate executive functions (EF), such as inhibition, planning, working memory, and set shifting, in children with attention deficit hyperactivity disorder (ADHD) by comparing three ADHD subtype groups (ADHD-Inattentive, ADHD-Combined, and ADHD-Comorbid) and a normal control group. Methods: Participants included 147 children. In total, 111 children were assigned to the ADHD groups of the study. Each child was matched according to the WISC-R Full-Scale IQ-score, sex, and age and was grouped as follows: ADHD-Inattentive group (ADHD-I; n=37), ADHD-Combined (ADHD-C; n=37), ADHD-Comorbid group (ADHD-Comorbid with oppositional defiant disorder and/or conduct disorder; n=37), and control group (n=36). The tests used to assess the children were Conners' Parent and Teacher Rating Scales; Wechsler Intelligence Scale-Revised; Tower of London test; Wisconsin Card Sorting Test; Stroop Color-Word Test, and verbal fluency test. The data were analyzed by one-way ANOVA between subjects for all dependent variables. Results: Children in the ADHD-I group had significantly better performances in verbal working memory and verbal category shifting than children in the ADHD-C group. There was no significant difference between the ADHD-I and ADHD-C groups in terms of inhibition, set shifting, verbal fluency, cognitive flexibility, and planning. The ADHD-Comorbid group displayed more severe impairments in EF measures than the ADHD-C group; however, the severity was not statistically significant. EF performances of children in the control group were similar to children in the ADHD-I group but better than children in the ADHD-C and ADHD-Comorbid groups. Conclusion: The outcome of the study indicated that subjects in the ADHD-Comorbid and ADHD-C groups had more severe EF deficits than subjects in the ADHD-I and control groups.