Estimates of the Validity and Utility of the Conners’ Continuous Performance Test in the Assessment of Inattentive and/or Hyperactive-Impulsive Behaviors in Children

Edwards, Marc; Gardner, Eunice; Chelonis, John J.; Schulz, Eldon G.; Flake, Rebecca A.; Diaz, Pamela F.

doi:10.1007/s10802-007-9098-3

Cited by 97 publications

(72 citation statements)

References 37 publications

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“…Despite these limitations, our results confirm that Conners' CPT has considerable potential for measuring attention problems, can distinguish ADHD from dyslexia, can distinguish both of these from clinical controls 7 and can be used as a diagnostic instrument for ADHD and LD 20 .…”

Section: Referencessupporting

confidence: 61%

Performance patterns in Conners' CPT among children with attention deficit hyperactivity disorder and dyslexia

Miranda

Barbosa

Muszkat

et al. 2012

Arq. Neuro-Psiquiatr.

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This study investigated the performance of children with attention deficit hyperactivity disorder (ADHD) and dyslexia using Conners' Continuous Performance Test (CCPT). The clinical groups were composed of 52 children with ADHD and 32 children with dyslexia. Performance in the CCPT was evaluated using ANCOVA to compare the clinical groups with the normative Brazilian sample. The ADHD group performed worse than the normative sample in almost all of the measurements, except for reaction time and response style. The dyslexia group scored higher on commissions, variability, perseverations and inconsistency in the reaction time over the six time blocks (Hit SE Block Change) than the children in the normative Brazilian sample. The ADHD and dyslexia groups differed in omission measurements, Hit RT SE, variability, perseverations, Hit RT Interstimulus Intervals (ISI) Change and Hit SE ISI Change. We thus found that the dyslexia group had specific deficit patterns, with greater response to non-target stimuli, greater perseveration and response variability, and difficulties in hit reaction time as the test progressed.Key words: Conners' Continuous Performance Test, child development, attention deficit/hyperactivity disorder, learning disorders, dyslexia. REsumo O presente estudo investigou o desempenho de crianças com transtorno do déficit de atenção e hiperatividade (TDAH) e dislexia no Teste de Desempenho Contínuo de Conner (do inglês Conners' Continnuous Performance Test).Foram considerados dois grupos clínicos: 52 crianças com TDAH e 32 com dislexia. O desempenho no CCPT foi analisado por meio do teste ANCOVA, comparando os grupos clínicos com a amostra de normatização brasileira. O grupo TDAH teve pior desempenho que os controles em quase todas as medidas, exceto em medidas de tempo de reação e estilo de resposta. Já o grupo dislexia teve maiores escores em comissões, variabilidade, perseverações e inconsistência nas mudanças de tempo de reação no decorrer dos seis blocos de tempo (Hit SE Block Change). Os grupos TDAH e disléxicos diferiram entre si nas medidas de omissões, variabilidade do tempo de reação, perseverações, mudança de tempo de reação por intervalos interstimulus. Verificou-se assim que as crianças com dislexia apresentam padrões específicos de déficits, com maior resposta aos estímulos não alvos, maior perseveração e variabilidade de respostas, assim como dificuldades no tempo de reação conforme o desenvolvimento do teste.Palavras-Chave: Teste de Desempenho Contínuo de Conner, desenvolvimento infantil, transtorno do déficit de atenção e hiperatividade, transtornos de aprendizagem, dislexia.

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Section: Referencessupporting

confidence: 61%

Performance patterns in Conners' CPT among children with attention deficit hyperactivity disorder and dyslexia

Miranda

Barbosa

Muszkat

et al. 2012

Arq. Neuro-Psiquiatr.

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“…Although the CPT has marginal utility in detecting behavioral characteristics of ADHD, 34 the vast majority of studies have found the CPT to be an important and useful tool for not only demonstrating attention deficits in specific childhood disorders such as asthma 35 and fetal alcohol syndrome, 36 but also as a psychometric instrument for the detection of neural processing deficits in children with ADHD. Our current understanding suggests that in the majority of these children, seizures will remit in adolescence and they will enter adulthood seizure-free off medications.…”

Section: Statistical Analysis Baseline Neurocognitive Test Results Amentioning

confidence: 99%

Pretreatment cognitive deficits and treatment effects on attention in childhood absence epilepsy

et al. 2013

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Objective: To determine the neurocognitive deficits associated with newly diagnosed untreated childhood absence epilepsy (CAE), develop a model describing the factorial structure of items measuring academic achievement and 3 neuropsychological constructs, and determine shortterm differential neuropsychological effects on attention among ethosuximide, valproic acid, and lamotrigine.Methods: Subjects with newly diagnosed CAE entering a double-blind, randomized controlled clinical trial had neuropsychological testing including assessments of general intellectual functioning, attention, memory, executive function, and achievement. Attention was reassessed at the week 16-20 visit.Results: At study entry, 36% of the cohort exhibited attention deficits despite otherwise intact neurocognitive functioning. Structural equation modeling of baseline neuropsychological data revealed a direct sequential effect among attention, memory, executive function, and academic achievement. At the week 16-20 visit, attention deficits persisted even if seizure freedom was attained. More subjects receiving valproic acid (49%) had attention deficits than subjects receiving ethosuximide (32%) or lamotrigine (24%) (p 5 0.0006). Parental assessment did not reliably detect attention deficits before or after treatment (p , 0.0001). Conclusions:Children with CAE have a high rate of pretreatment attentional deficits that persist despite seizure freedom. Rates are disproportionately higher for valproic acid treatment compared with ethosuximide or lamotrigine. Parents do not recognize these attentional deficits. These deficits present a threat to academic achievement. Vigilant cognitive and behavioral assessment of these children is warranted.

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“…Für die Diagnostik der ADHS wurden verschiedene Leitlinien veröffentlicht [American Academy of Child and Adolescent Psychiatry, 2007;Taylor et al, 2004;Village, 2011] [Edwards et al, 2007]. In einer Studie von Bruchmüller et al wurden 1000 zufällig ausgewählten niedergelassenen Kinder-und Jugendlichenpsychotherapeuten/-psychiatern 4 Fallvignetten zu einem Jungen bzw.…”

Section: Diagnostik In Den Verschiedenen Lebensphasenunclassified

Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung über die Lebensspanne

Christiansen¹

2016

Verhaltenstherapie

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Die Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) ist eine Störung mit Beginn in der Kindheit und Jugend. Die Persistenzraten für das Erwachsenenalter liegen allerdings zwischen 20 bis über 80%. Demnach handelt es sich um eine chronische Störung, die über die Lebensspanne hinweg zu erheblichen Beeinträchtigungen führen kann. In diesem Übersichtsartikel werden zunächst die Symptomatik, Klassifikation, Komorbidität und Epidemiologie der Störung dargestellt, wobei auf Unterschiede in den verschiedenen Lebensphasen (Kindes-, Jugend- und Erwachsenenalter) eingegangen wird. Daran anschließend wird die ADHS als Entwicklungsstörung dargestellt und mögliche Entwicklungspfade und Risikofaktoren werden beschrieben. Abschließend werden diagnostische und therapeutische Ansätze in den unterschiedlichen Lebensphasen vorgestellt.

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Estimates of the Validity and Utility of the Conners’ Continuous Performance Test in the Assessment of Inattentive and/or Hyperactive-Impulsive Behaviors in Children

Cited by 97 publications

References 37 publications

Performance patterns in Conners' CPT among children with attention deficit hyperactivity disorder and dyslexia

Performance patterns in Conners' CPT among children with attention deficit hyperactivity disorder and dyslexia

Pretreatment cognitive deficits and treatment effects on attention in childhood absence epilepsy

Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung über die Lebensspanne

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