Assessment of executive function in ADHD adolescents: contribution of performance tests and rating scales

Krieger, Virginia; Campos, Juan Antonio Amador

doi:10.1080/09297049.2017.1386781

Cited by 47 publications

(24 citation statements)

References 76 publications

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“…Furthermore, performance is estimated by the self or by other informants, a circumstance that does not guarantee maximum accuracy [45]. Combining the use of performance-based tests and rating scales in the comprehensive assessment of executive functioning may be the best way to assess daily functions among young adolescents with EFD [47,[51][52][53].…”

Section: Discussionmentioning

confidence: 99%

Daily Performance of Adolescents with Executive Function Deficits: An Empirical Study Using a Complex-Cooking Task

Fogel

Rosenblum

Hirsh

et al. 2020

Occupational Therapy International

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Purpose. To characterize and analyze the performance of adolescents with executive function deficits through the Children's Cooking Task (CCT) as a performance-based complex ecological assessment. Methods. Participants were 41 adolescents (aged 10-14 years) with normal intellectual function and executive function deficit profiles based on the Behavior Rating Inventory of Executive Function (BRIEF) parent reports and self-reports (BRIEF-SR) and the WebNeuro and 40 controls with typical development matched by age and gender. Participants in both groups performed the CCT, an ecological standardized complex task. Results. Significant group differences were found for all CCT outcome measures (total number of errors, task duration, and all qualitative rating variables). Significant correlations were found among children with executive function deficit profiles between the CCT performance duration and total number of errors and the BRIEF-SR subscale score. Two separate discriminant function analyses described primarily by the CCT correctly classified the study groups. Conclusion. The poor performance of adolescents with executive function deficit profiles exhibited through the standardized complex task, as well as the relationships with their executive functions, supplies better insight about their daily confrontations. Identifying how they perform may lead to development of focused interventions to improve these adolescents' daily performance, participation, and wellbeing.

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Section: Discussionmentioning

confidence: 99%

Daily Performance of Adolescents with Executive Function Deficits: An Empirical Study Using a Complex-Cooking Task

Fogel

Rosenblum

Hirsh

et al. 2020

Occupational Therapy International

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“…In ADHD groups, EF has been traditionally evaluated with highly standardized and structured tasks that assess some top-down modulation, but not the affective or motivational component [7,5]. Thus, a growing body of research has shown that children and adolescents with ADHD are more likely than their peers to experience a degree of impairment in at least some performance-based measures of core EF skills [19,23,24]. Compared to controls, ADHD groups perform worse in cognitive tasks involving visuospatial working memory [25], inhibition [26], and flexibility [27].…”

Section: Introductionmentioning

confidence: 99%

Executive functions, Personality traits and ADHD symptoms in adolescents: A mediation analysis

2020

Self Cite

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Certain personality traits and cognitive domains of executive functions (EF) are differentially related to attention deficit hyperactivity disorder (ADHD) symptoms in adolescents. This study aimed to analyze the five-factor model (FFM) personality characteristics in adolescents with ADHD, and to examine whether EF mediate the relationships between FFM personality traits and ADHD symptoms. A comprehensive diagnostic assessment, including ADHD clinical interviews, ADHD rating scales, neuropsychological EF testing (i.e., working memory, flexibility and inhibition) and a personality assessment was carried out in a sample of 118 adolescents (75 ADHD and 43 control participants, 68% males), aged 12 to 16 years, and their parents and teachers. Adolescents with ADHD had lower scores than control participants on Conscientiousness and Agreeableness, and higher scores on Neuroticism. Structural equation models (SEM) showed that Conscientiousness directly influenced inattentive and hyperactive-impulsive symptoms, while Neuroticism, Agreeableness, and Extraversion directly affected hyperactive-impulsive symptoms. Only Conscientiousness exerted indirect effects on inattention, but not on hyperactivity-impulsivity symptoms, via EF; higher scores on Conscientiousness were related to higher scores on EF, which in turn were related to lower scores on inattentive symptoms. These findings corroborate the relationships between ADHD symptoms, FFM personality traits and EF and indicate the mediating effect of EF on the relationship between Conscientiousness and inattention.

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“…The overlaps appear inconsistent, with correlations sometimes being non-significant or only small-to-moderate. 1,39 Such findings may seem surprising. However, Toplak et al 39 concluded in a comprehensive treatise of the literature, that EF tests and EF questionnaires to some extent measure different aspects of EF, at different cognitive levels and can be said to have separate clinical utility by reflecting "optimal" (tests) versus "typical" (ratings) EF capacities.…”

Section: Introductionmentioning

confidence: 99%

“…ADHD (attention deficit hyperactivity disorder) is a neurodevelopmental disorder affecting approximately 3-5% of school-aged children. 1 The symptoms defining the disorder are attention deficits, impulsivity and/or excess levels of activity. The Diagnostic and Statistical Manual of Mental Disorders, DSM-5 2 defines three presentations of ADHDpredominantly inattentive (ADHD-I), predominantly hyperactive/impulsive (ADHD-H) and combined (ADHD-C).…”

Section: Introductionmentioning

confidence: 99%

<p>Indexing Executive Functions with Test Scores, Parent Ratings and ERPs: How Do the Measures Relate in Children versus Adolescents with ADHD?</p>

Häger

Øgrim

Danielsen

et al. 2020

NDT

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Objective: Rating scales and neuropsychological tests including continuous performance tests (CPTs) are widely used to assess executive functions (EFs). Event-related potentials (ERPs) are also used to index certain EFs such as action preparation and inhibition. In this descriptive study, we examined the associations between results on an EF rating scale, a CPT and ERP components in ADHD as a function of age. Methods: Fifty-nine patients with ADHD (and more often than not with comorbid disorders) in two age groups (9-12 years and 13-17 years) were assessed using EF ratings, a visual CPT and ERPs (CueP3, P3go and P3no-go). Results: There were age related changes in the ERPs with the CueP3 amplitude being stronger in children, and the P3no-go amplitude stronger in adolescents. The associations between the EF measures were different in the two age groups. In particular, the P3no-go seemed to reflect different EF-related processes in children versus adolescents. Conclusion: Age group effects were seen on a selection of ERP amplitudes in this sample of patients with ADHD. Ratings, test scores and EF-related ERPs seem to capture different aspects of EF in ADHD, and the associations differed depending on age group. The results show that different measures of EF are not interchangeable and highlight the importance of age when interpreting ERPs.

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Assessment of executive function in ADHD adolescents: contribution of performance tests and rating scales

Cited by 47 publications

References 76 publications

Daily Performance of Adolescents with Executive Function Deficits: An Empirical Study Using a Complex-Cooking Task

Daily Performance of Adolescents with Executive Function Deficits: An Empirical Study Using a Complex-Cooking Task

Executive functions, Personality traits and ADHD symptoms in adolescents: A mediation analysis

<p>Indexing Executive Functions with Test Scores, Parent Ratings and ERPs: How Do the Measures Relate in Children versus Adolescents with ADHD?</p>

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