Inhibition and working memory in young preschool children with symptoms of ADHD and/or oppositional-defiant disorder

Skogan, Annette Holth; Zeiner, Pål; Egeland, Jens; Rohrer-Baumgartner, Nina; Urnes, Anne-Grethe; Reichborn‐Kjennerud, Ted; Aase, Heidi

doi:10.1080/09297049.2013.838213

Cited by 45 publications

(42 citation statements)

References 194 publications

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“…The measures of memory used in this study are commonly used to measure working memory in preschoolers (e.g., Kalff et al, 2002; Sjöwall et al, 2015; Skogan et al, 2014); however, one might argue that these are in fact simply measures of short-term memory (i.e., short-term recall rather than manipulation). Some previous studies of preschoolers have used just short-term recall tasks (Sjöwall et al, 2015), some have used a mix of short-term recall and manipulation tasks (Berlin et al, 2003; Brocki et al, 2007; Kalff et al, 2002; Skogan et al, 2014; Wåhlstedt et al, 2008), and some have used only manipulation tasks (Brocki et al, 2010) to measure working memory.…”

Section: Discussionmentioning

confidence: 99%

“…Some previous studies of preschoolers have used just short-term recall tasks (Sjöwall et al, 2015), some have used a mix of short-term recall and manipulation tasks (Berlin et al, 2003; Brocki et al, 2007; Kalff et al, 2002; Skogan et al, 2014; Wåhlstedt et al, 2008), and some have used only manipulation tasks (Brocki et al, 2010) to measure working memory. The McCarthy Numerical Memory II subtest, a more traditional measure of working memory, was also administered to children in this sample, but the majority of 3-year-olds were unable to complete a single item.…”

Section: Discussionmentioning

confidence: 99%

“…A few studies have investigated whether children with “pure” ADHD have neuropsychological deficits that are different from children with co-morbid ADHD/ODD. Some of these studies have found that children with ADHD/ODD perform comparably to children with pure ADHD on neuropsychological tests (Barnett, Maruff, & Vance, 2009; Clark, Prior, & Kinsella, 2000; Kalff, et al, 2002; Nigg, Hinshaw, Carte, & Treuting, 1998; Skogan et al, 2014; Qian, Shuai, Cao, Chan, & Wang, 2010), whereas others have found that children with the co-morbid diagnoses have more severe deficits (Jennings, van der Molen, Pelham, Debski, & Hoza, 1997; Skogan et al, 2014; Van der Meere, Marzocchi, & De Meo, 2005). Still other studies have found that children with ADHD/ODD perform better on neuropsychological measures than children with pure ADHD, and similarly to controls (Munkvold, Manger, & Lundervold, 2014; Shuai, Chan, & Wang, 2011).…”

Section: Distinguishing Between Adhd and Adhd/odd Using Neuropsycholomentioning

confidence: 99%

“…These studies have all been cross-sectional, with mostly samples of elementary/middle school-aged children. The only study to use a preschool sample found differences depending on the type of neuropsychological measure (Skogan et al, 2014). Specifically, children with ADHD and ADHD/ODD both performed significantly worse than typically developing children on measures of inhibition, but children with ADHD/ODD performed significantly worse than both typically developing children and children with ADHD on measures of working memory.…”

Section: Distinguishing Between Adhd and Adhd/odd Using Neuropsycholomentioning

confidence: 99%

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Preschool Neuropsychological Measures as Predictors of Later Attention Deficit Hyperactivity Disorder

Breaux

Griffith

Harvey

2016

J Abnorm Child Psychol

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The present study examined preschool neuropsychological measures as predictors of school-age attention deficit hyperactivity disorder (ADHD). Participants included 168 children (91 males) who completed neuropsychological measures at ages 3 and 4, and who were evaluated for ADHD and oppositional defiant disorder at age 6. The Conners' Kiddie Continuous Performance Test (K-CPT), NEPSY Statue subtest, and a delay aversion task significantly distinguished at-risk children who later did and did not meet criteria for ADHD, with poor to fair overall predictive power, specificity, and sensitivity. However, only the K-CPT ADHD Confidence Index and battery added incremental predictive validity beyond early ADHD symptoms. This battery approach, which required impairment on at least 2 of the 3 significant measures, yielded fair overall predictive power, specificity, and sensitivity, and correctly classified 67% of children. In addition, there was some support for the specificity hypothesis, with evidence that cool executive function measures (K-CPT and Statue subtest) tended to predict inattentive symptoms. These findings suggest that neuropsychological deficits are evident by preschool-age in children with ADHD, but neuropsychological tests may still misclassify approximately one-third of children if used alone. Thus, neuropsychological measures may be a useful component of early ADHD assessments, but should be used with caution and in combination with other assessment methods.Keywords neuropsychological assessment; executive function; preschoolers; ADHD; oppositional defiant disorder Attention deficit hyperactivity disorder (ADHD) is one of the most commonly diagnosed childhood disorders, and is characterized by developmentally deviant levels of inattention, hyperactivity, and/or impulsivity. Children with ADHD are classified under three presentations: (i) primarily hyperactive/impulsive, (ii) primarily inattentive, or (iii) combined, depending on whether hyperactivity/impulsivity or inattentive symptoms, or both, Correspondence concerning this article should be addressed to Elizabeth A. Harvey, Tobin Hall, 135 Hicks Way, University of Massachusetts Amherst, Amherst, MA 01003. eharvey@psych.umass.edu. Tel.: (413) Fax: (413) 545-0996. Conflict of Interest: The authors declare that they have no conflict of interest. Compliance with Ethical StandardsAll procedures performed in studies involving human participants were in accordance with the ethical standards of the University of Massachusetts Amherst institutional review board and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed consent was obtained from all parents included in the study. HHS Public AccessAuthor manuscript J Abnorm Child Psychol. Author manuscript; available in PMC 2017 November 01. Author Manuscript Author ManuscriptAuthor ManuscriptAuthor Manuscript are more predominant (American Psychiatric Association, 2013). ADHD symptoms can cause significant impairment in children's social, emotional, a...

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Distinguishing Between Adhd and Adhd/odd Using Neuropsycholomentioning

confidence: 99%

Section: Distinguishing Between Adhd and Adhd/odd Using Neuropsycholomentioning

confidence: 99%

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Preschool Neuropsychological Measures as Predictors of Later Attention Deficit Hyperactivity Disorder

Breaux

Griffith

Harvey

2016

J Abnorm Child Psychol

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“…A aprendizagem requer a manipulação da informação, interação com a memória de longo prazo e, simultaneamente, armazenamento e processamento da informação (Dehn, 2008). Existem evidências extensas na literatura de prejuízos associados a MO e diferentes quadros de transtornos que podem aparecer na infância e adolescência como TDAH, dislexia, síndromes genéticas, problemas de sono, depressão, esquizofrenia, transtorno bipolar, autismo, estresse, entre outros (Barendse, et al 2013;Leutwyler et al 2013;Mervis & Velleman, 2011;Skogan, et al 2013;Talarowska, Zboralski, & Gałecki, 2013;Tucker, 2013;Wang & Gathercole, 2013). A partir dos estudos citados, a MO parece ser uma função chave em muitos quadros que apresentam alterações no desenvolvimento.…”

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Tarefas que avaliam a memória operacional na infância e adolescência: uma revisão sistemática da literatura

Siquara¹,

Dazzani

Abreu

2014

Estud. psicol. (Natal)

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ResumoA Memória Operacional (MO) é um componente das funções executivas essenciais para o desenvolvimento cognitivo da criança. Ela tem efeitos sobre a aprendizagem e as tarefas diárias. O objetivo foi revisar a literatura para identifi car as principais tarefas que foram utilizadas para avaliar a MO e a qualidade psicométrica. Foi realizada uma revisão da literatura em bancos de dados (Pubmed, Medline, Lilacs, SciELO). Foram analisados 44 artigos que utilizaram tarefas que avaliaram a alça fonológica e/ou esboço visuoespacial. A partir das análises dos artigos foram descritas um total de 20 diferentes tarefas para avaliar a MO. Com a revisão sistemática foi possível descrever diferentes tarefas a partir de um modelo cognitivo. No entanto, são necessários estudos psicométricos, para validação das medidas dentro do modelo teórico e o refi namento sobre o entendimento da MO.Palavras-chave: memória operacional; infância; testes; função executiva. AbstractTasks that assess working memory in children and adolescents: A systematic literature review. Working memory (WM) is an essential component of executive functions for the cognitive development of children. It has eff ects on learning and cognitive tasks daily. Th e objective was to review the literature to identify the key tasks that are being used to evaluate the WM and psychometric quality. A review of the literature databases (Pubmed, Medline, Lilacs, SciELO) was performed. Forty-four articles that presented tasks that assessed phonological and / loop or visuospatial sketch and described a total of 20 diff erent task to assess WM were analyzed. It was possible to verify the existence of diff erent tasks to assess WM. It is interesting to build diff erent tasks from the model cognitive proposed. However, you must have theoretical foundation and psychometric studies for the proposed tasks.Keywords: working memory; childhood; assessment; executive function. ResumenTareas que evalúan la memoria de trabajo en niños y adolescentes: Una revisión sistemática de la literatura. La memoria de trabajo (MT) es un componente esencial de las funciones ejecutivas para el desarrollo cognitivo de los niños. Tiene efectos en las tareas de aprendizaje y de todos los días. El objetivo fue revisar la literatura para identifi car las tareas clave que se utilizan para evaluar la calidad psicométrica y MT. Se realizó una revisión de las bases de datos bibliográ-fi cas (PubMed, Medline, Lilacs, SciELO). Cuarenta y cuatro artículos que utilizaron tareas que evaluaron fonológico y / o mango se analizaron boceto visuoespacial. A partir del análisis de los artículos se describieron un total de 20 tareas diferentes para evaluar la MT. Es interesante para construir diferentes tareas de un modelo cognitivo propuesto. Sin embargo, es necesario tener fundamento teórico y estudios psicométricos para las tareas propuestas.Palabras clave: memoria de trabajo; infancia; las pruebas; función ejecutiva. Psicologia, 19(4), outubro a dezembro/2014, 258-267 (Kane & Engle, 2002). Atrasos no desenvolvim...

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Cognitive Functions

Jarrett¹,

Hilton²

2017

The Wiley Handbook of Disruptive and Impulse‐Control Disorders

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Inhibition and working memory in young preschool children with symptoms of ADHD and/or oppositional-defiant disorder

Cited by 45 publications

References 194 publications

Preschool Neuropsychological Measures as Predictors of Later Attention Deficit Hyperactivity Disorder

Preschool Neuropsychological Measures as Predictors of Later Attention Deficit Hyperactivity Disorder

Tarefas que avaliam a memória operacional na infância e adolescência: uma revisão sistemática da literatura

Cognitive Functions

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