An Integrated Model of Executive Functioning is Helpful for Understanding ADHD and Associated Disorders

Crippa, Alessandro; Marzocchi, G; Piroddi, Chiara; Besana, D; Giribone, Simona; Vio, Claudio; Maschietto, Dino; Fornaro, E.; Repossi, Silvana; Sora, Maria Laura

doi:10.1177/1087054714542000

Cited by 24 publications

(16 citation statements)

References 56 publications

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“…The use of both teacher- and parent-informants is another important strength of this study. There is extensive evidence demonstrating that parents and teachers are valid informants in the assessment of childhood neurodevelopmental problems but that they provide different information (Antrop et al, 2002; Crippa et al, 2014; Fliers et al, 2008; Murray et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?

et al. 2015

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Objective: This study investigated the relationship between motor performance, attentional, hyperactive and impulsive symptoms, and social problems. Correlations between parents' versus teachers' ratings of social problems and ADHD symptomatology were also examined. Method: A total of 129 children aged 9 to 12 years were included. ADHD symptoms and social problems were identified based on Conners' Rating Scales-Revised: L, and the McCarron Assessment of Neuromuscular Development was used to assess motor skills. Results: After controlling for ADHD symptomatology, motor skills remained a significant predictor of social problems in the teacher model but not in the parent model. After controlling for motor skills, inattentive (not hyperactive-impulsive) symptoms were a significant predictor of social problems in the parent model, whereas, hyperactiveimpulsive (not inattentive) symptoms were a significant predictor of social problems in the teacher model. Conclusion: The findings suggested that intervention strategies should consider the interaction between symptoms and environmental contexts.http://mc.manuscriptcentral.com/jad versus teachers' ratings of social problems and ADHD symptomatology were also examined.Method: A total of 129 children aged 9 to 12 years were included. ADHD symptoms and social problems were identified based on Conners' Rating Scales-Revised: L, and the McCarron Assessment of Neuromuscular Development was used to assess motor skills.Results: After controlling for ADHD symptomatology, motor skills remained a significant predictor of social problems in the teacher model but not in the parent model. After controlling for motor skills, inattentive (not hyperactive-impulsive) symptoms were a significant predictor of social problems in the parent model, whereas, hyperactive-impulsive (not inattentive) symptoms were a significant predictor of social problems in the teacher model. Conclusion: The findings suggested that intervention strategies should consider the interaction between symptoms and environmental contexts.

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Section: Discussionmentioning

confidence: 99%

The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?

et al. 2015

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“…For each offspring, parents were asked to fill out the Conners’ Parent Rating Scales–Revised: Long Version (CPRS‐R:L; Conners , Conners, Sitarenios, Parker, & Epstein, ; for the Italian version, see Nobile, Alberti, & Zuddas, ) which rates childhood behavioral problems in subjects aged 3–17 years old, including ADHD traits (Conners et al., ). The scales are shown to have a good reliability and internal consistency (Nobile et al., ) and have been previously used for research purposes in the Italian population (Crippa et al., ). The CPRS‐R:L consists of 80 items rated on a 4‐point Likert scale (from “0 = never or rarely observed” to “3 = very often”), and yields 14 subscales.…”

Section: Methodsmentioning

confidence: 99%

Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples

Mascheretti

Trezzi

Giorda

et al. 2016

Child Psychology Psychiatry

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“…Moreover, the brain activity of children with ADHD when performing higher order cognitive tasks is most similar to their younger and typically developing peers (Fernández et al, 2009; Hart, Radua, Mataix-Cols, & Rubia, 2012). In fact, these higher order cognitive processes, particularly response inhibition, sustained attention, and working memory have been found to be impaired in children with ADHD (Crippa et al, 2015; Pennington & Ozonoff, 1996; Willcutt et al, 2005). These underdeveloped brain regions, functional network abnormalities, and associated cognitive impairments may provide important neurocognitive targets for interventions.…”

Section: Neurobiology Of Adhdmentioning

confidence: 99%

“…In an effort to promote transfer effects, a new neuroscience-inspired intervention was designed to target eight cognitive functions (i.e., sustained attention, response inhibition, speed of processing, cognitive flexibility, multiple simultaneous attention, working memory, category formation, pattern recognition), which have been implicated in ADHD and form the groundwork of learning (Barkley, 1997; Crippa et al, 2015; Huang-Pollock, Maddox, & Tam, 2014; Pennington & Ozonoff, 1996; Willcutt et al, 2005). Considering a separate literature suggests that physical exercise can also improve these cognitive functions (Grassmann, Alves, Santos-Galduróz, & Galduróz, 2017; Kamp, Sperlich, & Holmberg, 2014) and ADHD symptomatology (Abramovitch, Goldzweig, & Schweiger, 2013; Smith et al, 2013; Verret, Guay, Berthiaume, Gardiner, & Béliveau, 2012), sport activities designed to train the same cognitive abilities in the context of whole body activity and social activation also comprised this intervention.…”

Section: Current Adhd Treatmentsmentioning

confidence: 99%

A Randomized Controlled Trial of an Integrated Brain, Body, and Social Intervention for Children With ADHD

et al. 2016

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Objective This study evaluated the efficacy of an Integrated Brain, Body, and Social (IBBS) intervention for children with ADHD. Treatment consisted of computerized cognitive remediation training, physical exercises, and a behavior management strategy. Method Ninety-two children aged 5 to 9 years with ADHD were randomly assigned to 15 weeks of IBBS or to treatment-as-usual. Primary outcome measures included blinded clinician ratings of ADHD symptoms and global clinical functioning. Secondary outcome measures consisted of parent and teacher ratings of ADHD and neurocognitive tests. Results No significant treatment effects were found on any of our primary outcome measures. In terms of secondary outcome measures, the IBBS group showed significant improvement on a verbal working memory task; however, this result did not survive correction for multiple group comparisons. Conclusion These results suggest that expanding cognitive training to multiple domains by means of two training modalities does not lead to generalized improvement of ADHD symptomatology.

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An Integrated Model of Executive Functioning is Helpful for Understanding ADHD and Associated Disorders

Abstract: The present study describes different cognitive profiles in children with ADHD with or without comorbid disorders using neuropsychological EF measures.

Cited by 24 publications

References 56 publications

The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?

The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?

Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples

A Randomized Controlled Trial of an Integrated Brain, Body, and Social Intervention for Children With ADHD

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