Attention-Deficit Disorder With (ADD/H) and Without (ADD/WO) Hyperactivity: Behavioral and Neuropsychological Differentiation

Goodyear, Patricia; Hynd, George W.

doi:10.1207/s15374424jccp2103_9

Cited by 164 publications

(101 citation statements)

References 60 publications

(144 reference statements)

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“…An ADHD child is likely to have social problems because he/she alienates other children by butting in, taking their things, failing to wait his or her turn, and in general, acting without having first considered the feelings of others (e.g., Lahey, Schaughency, Hynd, Carlson, & Niever, 1987). On the other hand, a child with ADD is likely to have social problems because of being too passive, shy, or withdrawn (e.g., Goodyear & Hynd, 1992;Hinshaw, 2002;Maedgen & Carlson, 2000). His or her quietness or slowness to respond may be misinterpreted by others as aloofness, disinterest, or unresponsiveness.…”

Section: Add and Adhd That Includes Hyperactivity Are Dissociable Dismentioning

confidence: 99%

“…Conduct disorder and aggressivity are far more commonly comorbid with ADHD than with ADD (e.g., Barkley et al, 1990;Barkley, DuPaul, & McMurray, 1991;Faraone, Biederman, Wever, & Russell, 1998;Edelbrock, Costello, & Kessler, 1984;Goodyear & Hynd, 1992;Lahey et al, 1987;Morgan, Hynd, Riccio, & Hall, 1996;Nigg, 2000;Weiss et al, 2003). Conversely, children with ADD are somewhat more prone to internalizing disorders such as anxiety or depression (or at least show a marked absence of externalizing disorders) and tend to be more socially isolated or withdrawn than are children with ADHD (Barkley et al, 1990(Barkley et al, , 1991Faraone, Biederman, Wever, & Russell, 1998;Edelbrock, Costello, & Kessler, 1984;Goodyear & Hynd, 1992;Lahey et al, 1987;Morgan, Hynd, Riccio, & Hall, 1996;Nigg, 2000;Weiss et al, 2003). Reading and language deficits are more commonly comorbid with ADD than with ADHD (Faraone et al, 1998;WarnerRogers, Taylor, Taylor, & Sandberg, 2000;Weiss et al, 2003;Willcutt & Pennington, 2000) as are problems with mental mathematical calculations (Carlson, Lahey, & Neeper, 1986;Hynd et al, 1991;Marshall, Hynd, Handwerk, & Hall, 1997;Morgan et al, 1996).…”

Section: Add and Adhd That Includes Hyperactivity Are Dissociable Dismentioning

confidence: 99%

“…Many ADD children, although not all, appear sluggish, drowsy, spacey, lethargic, and markedly hypoactive (Barkley et al, 1990;Hynd, Nieves, Connor, Stone, Town, & Becker, 1989;Lahey & Carlson, 1991;Stanford & Hynd, 1994). They fit the criteria for having a sluggish cognitive tempo (SCT; Carlson & Mann, 2000Frick et al, 1994;Goodyear & Hynd, 1992;Hartman, Willcutt, Rhee, & Pennington, 2004;Milich et al, 2001). The SCT classification, especially its features of daydreaming and drowsiness (not due to medication), which can be separate from slow speed, limits its applicability to only a subset of ADD children (Carlson & Mann, 2002).…”

Section: Children With Add Like Adult Dysexecutive Syndrome Patientsmentioning

confidence: 99%

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Attention-deficit disorder (attention-deficit/ hyperactivity disorder without hyperactivity): A neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with hyperactivity)

Diamond

2005

Develop. Psychopathol.

351

286

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Most studies of attention-deficit/hyperactivity disorder (ADHD) have focused on the combined type and emphasized a core problem in response inhibition. It is proposed here that the core problem in the truly inattentive type of ADHD (not simply the subthreshold combined type) is in working memory. It is further proposed that laboratory measures, such as complex-span and dual-task dichotic listening tasks, can detect this. Children with the truly inattentive type of ADHD, rather than being distractible, may instead be easily bored, their problem being more in motivation (under-arousal) than in inhibitory control. Much converging evidence points to a primary disturbance in the striatum (a frontal-striatal loop) in the combined type of ADHD. It is proposed here that the primary disturbance in truly inattentive-type ADHD (ADD) is in the cortex (a frontal-parietal loop). Finally, it is posited that these are not two different types of ADHD, but two different disorders with different cognitive and behavioral profiles, different patterns of comorbidities, different responses to medication, and different underlying neurobiologies.I join the growing chorus of those who argue that attention-deficit/hyperactivity disorder (ADHD) of the "truly" inattentive subtype (what I will call "attention-deficit disorder" [ADD]) is a different disorder from ADHD where hyperactivity is present (e.g

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Section: Add and Adhd That Includes Hyperactivity Are Dissociable Dismentioning

confidence: 99%

Section: Add and Adhd That Includes Hyperactivity Are Dissociable Dismentioning

confidence: 99%

Section: Children With Add Like Adult Dysexecutive Syndrome Patientsmentioning

confidence: 99%

See 1 more Smart Citation

Attention-deficit disorder (attention-deficit/ hyperactivity disorder without hyperactivity): A neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with hyperactivity)

Diamond

2005

Develop. Psychopathol.

351

286

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“…There are also higher rates for internalizing problems such as anxiety (Goodyear and Hynd, 1992). Pliszka (2000) reviewed studies, which examined the comorbidity of ADHD with ODD, CD, and affective, anxiety, and learning disorders.…”

Section: Comorbidity and Adhdmentioning

confidence: 99%

Synaptic Gating and ADHD: A Biological Theory of Comorbidity of ADHD and Anxiety

Lévy

2004

Neuropsychopharmacol

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To derive a biologically based theory of comorbidity in Attention Deficit Hyperactivity Disorder (ADHD). Theoretical concepts and empirical studies were reviewed to determine whether the behavioral inhibition concept provided an understanding of biological processes involved in comorbidity in ADHD. Empirical studies of ADHD have shown comorbidity of ADHD and anxiety, while studies of behavioral inhibition tend to suggest independent disruptive and anxiety traits. This paradox can be resolved by an understanding of the dynamics of mesolimbic dopamine (DA) systems, where reward and delay of reinforcement are determined by tonic/phasic DA relationships, resulting in impulsive 'fearless' responses when impaired. On the other hand, comorbid anxiety is related to impaired synaptic processes, which selectively gate fear (or aggressive) responses from the amygdala at the accumbens. Monosynaptic convergence between prefrontal, hippocampal, and amygdala projection neurons at the accumbens allows the operation of a synaptic gating mechanism between prefrontal cortex (PFC), hippocampus, and amygdala. Impairment of this mechanism by lowered PFC inhibition allows greater amygdala input, and anxiety-related processes more impact, over the accumbens. In conclusion, a dual theory incorporating long-term tonic/phasic mesolimbic DA relationships and secondly impairment of PFC and hippocampal inputs to synaptic gating of anxiety at the accumbens has implications for comorbidity in ADHD, as well as for possible pharmacological interventions, utilizing either stimulant or axiolytic interventions. The use of DA partial agonists may also be of interest.

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“…With regard to the nature of inattention, it is postulated that ADHD/IA may be related to selective attention deficit, slow cognitive processing, and retrieval problems, which are thought to be unrelated to behavioral inhibition system. In contrast, ADHD/C may be related to deficiencies in sustained attention and interference control (Barkley, 1997;Cantwell & Barker, 1992;Goodyear & Hynd, 1992).…”

Section: Discussionmentioning

confidence: 99%

Interference and Cognitive Inhibition in Children With Adhd Using Stroop Task

Shin

2005

PSYCHOLOGIA -An International Journal of Psychological Sciences

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This study was conducted to examine a mechanism of cognitive inhibition in children with Attention Deficit Hyperactivity Disorder (ADHD) by using a negative priming Stroop task. The Stroop task was administered to children with ADHD and controls under two presentation times: 100 ms and 500 ms. In the interference condition, children with ADHD took more time and more errors as compared to normal children under 500 ms. More importantly, it was hypothesized that, relative to normal children, children with ADHD would show reduced negative priming. Results confirmed this hypothesis under the 500 ms presentation time condition.

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Attention-Deficit Disorder With (ADD/H) and Without (ADD/WO) Hyperactivity: Behavioral and Neuropsychological Differentiation

Cited by 164 publications

References 60 publications

Attention-deficit disorder (attention-deficit/ hyperactivity disorder without hyperactivity): A neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with hyperactivity)

Attention-deficit disorder (attention-deficit/ hyperactivity disorder without hyperactivity): A neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with hyperactivity)

Synaptic Gating and ADHD: A Biological Theory of Comorbidity of ADHD and Anxiety

Interference and Cognitive Inhibition in Children With Adhd Using Stroop Task

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