Comparison of Electrophysiological Indices of Children With Attention Deficit Hyperactivity Disorder (ADHD) Comorbid With and Without Reading Disorder (ADHD & RD)

Abstract

BackgroundAttention Deficit Hyperactivity Disorder (ADHD) is a neuropsychiatric disorder. Most children and adolescents with ADHD have at least some developmental or mental disorders identified from the early years of elementary school. The most common of these are educational and learning problems in these children, which are probably due to the attention deficits of these children. Therefore, it is expected that the cortical activity pattern of ADHD children is different from ADHD comorbid with learning disabilities, which we have examined in this study.MethodsThis study evaluated the pattern of cortical activity in children 6 to 12 years old with ADHD comorbid with and without the reading disorder (ADHD & RD) using 21-channel electroencephalography. Multivariate analysis of variance with repeated measures in a 2 * 3 * 7 design and T-test was used for statistical analysis.ResultsThe results show that in ADHD children, the activity of different bands increases compared to ADHD comorbid with RD children. In the ADHD group compared to the ADHD comorbid with RD group, the theta/beta ratio in all three regions, especially the anterior region, is higher than the theta/alpha activity in those areas, and this group has significantly higher activity in all three brain regions, especially the anterior region, compared to ADHD comorbid with RD patients.ConclusionsFunctional changes in the left parietal cortex, which is part of the frontoparietal attention network and involved in phonological processing, reading, and calculation, are evident in children with ADHD comorbid with and without the reading disorder (ADHD & RD). However, ADHD without reading disorder shows more activation of the frontoparietal network than ADHD comorbid with reading disorder, and therefore it can be said that ADHD without reading disorder exerts more cognitive control. Therefore, it is likely to be possible to prevent educational problems in these children by using neurofeedback or prescribing drugs that increase the activity of the areas involved in attention.