ABI values tend to decrease in the general population, although one sixth of the studied subjects had a relevant increase in this parameter.

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Association between attention deficit hyperactivity disorder (ADHD) and reading disorder (RD) is frequent. They are two of the most common disorders among school-age children and co-occurrence of both disorders range from 20% to 40% (Bental et al., 2007; Willcutt et al., 2010). Our main goal was to know if both disorders share common executive deficits and which are the main deficient areas. Method: we assessed the executive functioning in a sample of 79 children and teens with ADHD (n=43) and ADHD+RD (n=36), aged 6 to 16, through the administration of the BRIEF-Parent form (Behavior Rating Inventory of Executive Function; Gioia, Isquith, Guy, & Kenworthy, 2000). This scale measures eight components of the executive function, focusing in daily behaviors associated with executive functioning. However, it is not available in Spanish language. For this reason we translated the scale into Spanish and we made an exploratory study with an initial sample of 90 boys and girls, aged 5 to 18, getting some acceptable psychometric properties. Results: The co-morbid group shared the basic characteristic impairments in executive functions with the pure ADHD. In addition, this group showed a more severe impairment in working memory, monitor and planification. Conclusions: the results point to a different and more impaired clinical profile in the co-morbid condition. Finally, executive functioning should be considered in the diagnosis of RD and in the design of reading learning programs, which have been focused primarily on the linguistic nature of the task forgetting other possible relevant domains.

A very important determinant of school performance is attention deficit disorder with or without hyperactivity or impulsivity. The criteria established by the DSM-IV-TR are one of the most widely accepted procedures to diagnose the deficit. There are three different subtypes: inattentive, hyperactive-impulsive and combined. Gonzalez-Castro et al., (2010) demonstrated empirically that the subtypes of ADHD often score significantly different in the prefrontal and central areas of the cortex. This is the reason why it is convenient to carry out more studies in the measure of Q-EEG (electrical activity) combined with that of nir-HEG (blood activity). Rodríguez, et al., (2011) apply both instruments (Q-EEG and nir-HEG) to a sample of 70 students and verify that the nir-HEG differentiates significantly the ADHD subjects of the control group and the combined and inattentive subtype for the Fp1 variable, associated to the executive control. These results might be caused by the time taken to do the evaluation (35 seconds). Therefore, the reason of this research is to assess the instrument over a long period of time while performing a continuous performing task (CPT). The results show statistically significant differences between the control group and the other with ADHD and among the subtypes in the variables of executive control and short evaluation with the nir-HEG. As for the long evaluation of blood oxygenation during a performance of an executive task, some differences can be seen among the subtypes with ADHD, although not statistically significant.