Executive Functions and Attention Deficit Hyperactivity Disorder: Implications of two conflicting views

Brown, Thomas E.

doi:10.1080/10349120500510024

Cited by 162 publications

(145 citation statements)

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“…Children without ADHD may also present with some executive disorder and many individuals with ADHD do not show significant impairment in tests that analyze EF 3,24 . Brown 24 highlights the importance of changes in the EFs in the daily activities of people with ADHD.…”

Section: Discussionmentioning

confidence: 99%

Attention-deficit/hyperactivity disorder: the impact of methylphenidate on working memory, inhibition capacity and mental flexibility

Bolfer

Pacheco

Tsunemi

et al. 2017

Arq. Neuro-Psiquiatr.

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Objective To compare children with attention-deficit/hyperactivity disorder (ADHD), before and after the use of methylphenidate, and a control group, using tests of working memory, inhibition capacity and mental flexibility. Methods Neuropsychological tests were administrated to 53 boys, 9–12 years old: the WISC-III digit span backward, and arithmetic; Stroop Color; and Trail Making Tests. The case group included 23 boys with ADHD, who were combined type, treatment-naive, and with normal intelligence without comorbidities. The control group (n = 30) were age and gender matched. After three months on methylphenidate, the ADHD children were retested. The control group was also retested after three months. Results Before treatment, ADHD children had lower scores than the control group on the tests (p ≤ 0.001) and after methylphenidate had fewer test errors than before (p ≤ 0.001) Conclusion Methylphenidate treatment improves the working memory, inhibitory control and mental flexibility of ADHD boys.

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Section: Discussionmentioning

confidence: 99%

Attention-deficit/hyperactivity disorder: the impact of methylphenidate on working memory, inhibition capacity and mental flexibility

Bolfer

Pacheco

Tsunemi

et al. 2017

Arq. Neuro-Psiquiatr.

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“…Organization of speech is also necessary to communicate one's experiences in the proper sequence so that they can be understood by the listener. Environmental demands for performing school tasks are easier to manage for children with efficient organizational ability [2,[11][12][13][14]. The relationship between organizational ability and client factors such as perceptual, motor, cognitive, and language abilities is articulated in both the cognitive and neurodevelopmental frames of reference.…”

Section: Introductionmentioning

confidence: 99%

Questionnaire for Assessing Preschoolers’ Organizational Abilities in Their Natural Environments: Development and Establishment of Validity and Reliability

Tubul-Lavy

Lifshitz

2017

Child Development Research

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Despite the consensus in the literature regarding the importance of organizational abilities in performing daily tasks, currently there is no assessment that focuses exclusively on such abilities among young children. The study aims to develop a Questionnaire for Assessing Preschoolers' Organizational Abilities (QAPOA), Parents' and Teachers' versions, and to examine their reliability and validity. QAPOA was distributed to preschool teachers and parents of 215 typically developing 4-5.6-year-old children. The teachers' and parents' versions demonstrated good internal consistency. Factor analysis performed to examine the tool's content validity yielded two factors: motor-based and language-based OA. Furthermore, both versions of the questionnaire demonstrated significant differences between OA among boys and girls. Concurrent validity was demonstrated between the QAPOA total scores and the equivalent subscale of the BRIEF-P. Given these findings, different cut-off scores were established for identifying boys and girls with either motor-based and/or language-based OA. The results indicate that both the teachers' and parents' versions of the QAPOA are reliable and valid measures of children's organizational abilities. The questionnaires can assess and identify risk for organizational disabilities as early as preschool age. Thus, it can contribute to the planning of appropriate intervention programs and the prevention of difficulties in the future.

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“…Wilcutt, et al [35] reviewed published studies and found that current neuropsychological tests are not sensitive enough to pick up ADHD symptoms in children or adolescents. Brown [10] and Barkley [7] have summarized theoretical and practical issues underlying these conflicting views of EF in ADHD. They argue that all individuals with ADHD suffer from impaired EF that ADHD is essentially developmental impairment of EF.…”

Section: Introductionmentioning

confidence: 99%

“…Investigators of executive functions in the elderly [30,31] and some researchers in ADHD [6][7][8][9][10] have argued that the complex, multifaceted nature of executive functions is such that traditional neuropsychological "tests of EF" are not valid measures of EF impairments, because they "fractionate" these integrative functions, are too situationally specific, and have too low a ceiling to be sufficiently sensitive. They argue that clinical interview and rating scale data provide more adequate measures of the wide range of EF impairments found in persons with ADHD.…”

Section: Introductionmentioning

confidence: 99%

“…Over the past decade there has been increasing recognition that symptoms of ADHD enumerated in the DSM-IV-TR constitute a syndrome of developmental impairments of self-regulation that overlap with the concept of Executive Function [5][6][7][8][9][10], a term that refers to activities of a variety of brain circuits that prioritize, integrate and regulate other cognitive functions. Miyake, Friedman, et al [11] described EF as general purpose control mechanisms that modulate operation of various cognitive subprocesses and thereby regulate the dynamics of human cognition.…”

Section: Introductionmentioning

confidence: 99%

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Executive function impairments in high IQ children and adolescents with ADHD

Brown¹,

Reichel²,

Quinlan³

2011

OJPsych

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Objective: To demonstrate that high IQ children and adolescents diagnosed with ADHD tend to suffer from executive function (EF) impairments that: a) can be identified with a combination of standardized measures and normed self-report data; and b) occur more frequently in this group than in the general population. Method: From charts of 117 children and adolescents aged 6 to 17 years with high IQ ( ≥ 120) who fully met DSM-IV diagnostic criteria for ADHD, data on 8 normed measures of executive function (EF) were extracted: IQ index scores for working memory and processing speed, a standardized measure of auditory verbal memory, and 5 clusters of the Brown ADD Scale, a normed, age-graded rating scale for ADHD-related executive function impairments in daily life. Significant impairment was computed for each individual relative to age-appropriate norms for each measure and comparisons were made to base-line rates in the general population. Results: Sixty-two percent of participants were significantly impaired on at least 5 of these 8 markers of EF. Chi-square comparisons of scores from these high IQ participants were significantly different (p < 0.001) from standardization norms for each of the eight EF measures. Conclusions: High IQ children and adolescents with ADHD, despite their cognitive strengths, tend to suffer from significant impairments of executive functions that can be assessed with these measures; incidence of these impairments is significantly greater than in the general population. These results are fully consistent with data on high IQ adults diagnosed with ADHD.

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Executive Functions and Attention Deficit Hyperactivity Disorder: Implications of two conflicting views

Cited by 162 publications

References 16 publications

Attention-deficit/hyperactivity disorder: the impact of methylphenidate on working memory, inhibition capacity and mental flexibility

Attention-deficit/hyperactivity disorder: the impact of methylphenidate on working memory, inhibition capacity and mental flexibility

Questionnaire for Assessing Preschoolers’ Organizational Abilities in Their Natural Environments: Development and Establishment of Validity and Reliability

Executive function impairments in high IQ children and adolescents with ADHD

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