Executive function deficits in preschool children with ADHD and DBD

Abstract

Clinically diagnosed preschool children with ADHD showed robust inhibition deficits, whereas preschool children with DBD showed impaired inhibition especially where motivational incentives were prominent. Severity of inhibition impairment in the comorbid group was similar to the ADHD group.

Evidence for a Role of Executive Functions in Learning Biology

“…Separation into these three core components has been identified in both child (Hughes, Dunn & White, 1998;Lehto et al, 2003;Schoemaker et al, 2012) and adult samples (Miyake et al, 2000), although some argue that inhibition and working memory is a single system (Pennington, Bennetto, McAleer & Roberts, 1996). Of the core constructs, most research that has examined executive functions and science learning has focused on the role of working memory.…”

PHDA: Afinal, qual a sua origem? Uma revisão dos fatores etiológicos

“…Willcutt et al, 2005). Esta tese é alicerçada em dados que apontam notórias fragilidades em algumas funções executivas nas crianças com PHDA, especialmente na capacidade de inibição da resposta e na memória de trabalho (Rennie, Beebe-Frankenberger, & Swanson, 2014;Schoemaker et al, 2012;Weyandt et al, 2013).…”

Desempeño en funciones ejecutivas y síntomas comórbidos asociados en niños con Trastorno por déficit de atención con hiperactividad (TDAH)

“…Son numerosos los estudios que evidencian que los niños con TDAH presentan un déficit en las FE, como la inhibición del comportamiento (Alloway, 2011;Barkley, 2011;Martel, Nikolas, & Nigg, 2007;Rubiales, Bakker, & Urquijo, 2010;Schoemaker et al, 2012), la flexibilidad cognitiva (Martel et al, 2007;Vélez-van-Meerbeke et al, 2013;Ferreiro-Vilasante, Buceta-Cancela, & Rial-Boubeta, 2013) y la planificación y organización (RamosLoyo, Taracena, Sánchez-Loyo, Matute, & González-Garrido, 2011;Semrud-Clikeman, Walkowiak, Wilkinson, & Butcher, 2010). Dicha disfunción ejecutiva se manifiesta a través de un bajo rendimiento en las tareas que evalúan las funciones anteriormente mencionadas, siendo el TDAH un trastorno heterogéneo y complejo, que tiene una gran variabilidad en la manifestación de sus síntomas, los cuales pueden conllevar a dificultades en el ámbito escolar, familiar y social del niño (Chhabildas, Pennington, & Willcutt, 2001).…”