Cognitive Control Deficits in Children With Subthreshold Attention-Deficit/Hyperactivity Disorder

Abstract

Subthreshold Attention-Deficit/Hyperactivity Disorder (ADHD) is defined as a neurobiological condition with some core inattentive or hyperactive/impulsive symptoms of ADHD which do not meet the full diagnosis clinically. Although it has been well documented that deficits in cognitive control, a high-level cognitive construct closely related to attention, are frequently found among children with ADHD, whether subthreshold ADHD is also associated with similar deficits remains unclear. In this study, we examined the attention functions and the cognitive control capacity (CCC) in children with ADHD (n = 39), those with subthreshold ADHD (n = 34), and typically developing peers (TD, n = 36). The results showed that the ADHD and subthreshold ADHD groups exhibited similar patterns of the impaired executive function of attention (revealed as an augment in flanker conflict effect) and reduced cognitive control capacity, and no significant difference was found between the two groups. These findings suggest that although children with subthreshold ADHD have not met the full criteria of ADHD, they showed reduced efficiency in cognitive control and attention function, similar to children with ADHD.

The Clinical Manifestation, Executive Dysfunction, and Caregiver Strain in Subthreshold Attention-Deficit/Hyperactivity Disorder

“…In the current study, an overall impression is that parent-rated executive functions of sADHD were poorer than their healthy peers, however better than those with diagnosed ADHD. This phenomenon is consistent with previous studies, showing that cognitive impairments of subthreshold ADHD were similar to ADHD in the pattern but milder in magnitude [ 17 , 36 , 44 , 45 ].…”

Attention deficit in primary-school-age children with attention deficit hyperactivity disorder measured with the attention network test: a systematic review and meta-analysis

“…Table 2 shows the characteristics of the studies. Of the 18 studies included, three were conducted in Norway ( Adólfsdóttir et al, 2008 ; Forssman et al, 2009 ; Hansen et al, 2014 ), three in Canada ( Kooistra et al, 2011 ; Mullane et al, 2011 ; Waldon et al, 2018 ), two in the USA ( Booth et al, 2007 ; Antonini et al, 2016 ), two in Brazil ( Mogg et al, 2015 ; Abramov et al, 2019 ), two in Spain ( Forns et al, 2014 ; Julvez et al, 2020 ), two in Germany ( Konrad et al, 2010 ; Kratz et al, 2011 ), and one each from Ireland ( Johnson et al, 2008 ), Poland ( Racicka-Pawlukiewicz et al, 2021 ), India ( Gupta et al, 2011 ), and China ( Chen et al, 2022 ).…”

“…Most studies included in the systematic review used the ANT version for children – only four studies used a different version: ANT-I ( Mullane et al, 2011 ; Waldon et al, 2018 ; Chen et al, 2022 ) or ANT ( Racicka-Pawlukiewicz et al, 2021 ). All seven studies included in the meta-analysis used ANT-C, the version of ANT for children ( Rueda et al, 2004 ), but differed in terms of drug use while taking the ANT.…”

“…Selection of the non-exposed cohort was assessed as having a low risk of bias (good quality) for 16 studies and high risk (poor quality) for two studies ( Waldon et al, 2018 ; Abramov et al, 2019 ). Ascertainment of exposure was judged as having good for 13 studies and poor for 4 studies ( Forssman et al, 2009 ; Forns et al, 2014 ; Antonini et al, 2016 ; Chen et al, 2022 ) implicated that in the majority of the included studies ADHD diagnosis was based on secure record according to psychiatrics’ or psychologists’ judgment (e.g., the subjects were evaluated jointly by a psychiatrist and a neuropediatric in an interview based on the DSM criteria and associated with the application of these criteria to the children’s parents), structured interview or self-repotted questioners (such the CONNERS 3 – Questionnaires for ADHD assessment). Demonstration that outcome of interest was not present at the start of the study was applied to all studies, where the ANT performance was provided during data collection period, not at the same time point as diagnosis of ADHD was made.…”

Patterns of Physical Activity of Adolescents With ADHD in the School Context: A Cross-Sectional Study for Clinical Practice

“…Individuals with ADHD often exhibit impairments in executive functions, including working memory deficits, response inhibition, cognitive flexibility, planning, and processing speed. These impairments impact in their academic performance and daily functioning (Chen et al, 2022; Daley & Birchwood, 2010; Engelhardt et al, 2008; Gilden & Marusich, 2009; Habsan Al-Saad et al, 2021; Marzocchi et al, 2008; Miller et al, 2012; Molavi et al, 2020; Zeeuw et al, 2012).…”