Neurocognitive and behavioral predictors of social problems in ADHD: A Bayesian framework.

Kofler, Michael; Harmon, Sherelle L.; Aduen, Paula; Day, Taylor N.; Austin, Kristin E.; Spiegel, Jamie A.; Irwin, Lauren N.; Sarver, Dustin E.

doi:10.1037/neu0000416

Cited by 45 publications

(35 citation statements)

References 79 publications

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“…Working Memory-The Rapport et al (2009) computerized working memory tests correctly classify children with vs. without ADHD at similar rates to parent and teacher ADHD rating scales (Tarle et al, 2017), and predict hyperactivity (Rapport et al, 2009), inattention (Kofler et al, 2010), impulsivity (Raiker et al, 2012), and ADHD-related functional impairments (e.g., Kofler et al, 2018b). Reliability and validity evidence includes good to excellent internal consistency (α=.82-.97; Kofler et al, 2018b), 1-3-week test-retest reliability (.76-.90;Sarver et al, 2015), and expected relations with criterion working memory complex span (r=.69) and updating tasks (r=.61; Wells et al, 2018).…”

Section: Methodsmentioning

confidence: 94%

“…The ADHD symptom clusters were also modeled as predictors of emotion dysregulation. Inattention and hyperactivity/impulsivity were included separately based on evidence that they differentially predict relations between working memory and other ADHD-related impairments (e.g., Bunford et al, 2014;Kofler et al, 2018b). To remove mono-informant bias, parent-reported ADHD symptoms were modeled to predict teacher-reported emotion dysregulation, and vice versa, in separate models.…”

Section: Data Analysis Planmentioning

confidence: 99%

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An Examination of Relations Among Working Memory, ADHD Symptoms, and Emotion Regulation

Groves

Kofler

Wells

et al. 2020

J Abnorm Child Psychol

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Emotion regulation difficulties are present in many, if not most, children with attention-deficit/ hyperactivity disorder (ADHD) and confer risk for a host of adverse outcomes. Little is known, however, regarding the neurocognitive and behavioral mechanisms that underlie these difficulties. A well-characterized, clinically evaluated sample of 145 children ages 8-13 years (M=10.33, SD=1.47; 55 girls; 69% White/non-Hispanic) were administered multiple, counterbalanced working memory tests and assessed for emotion dysregulation and ADHD symptoms via multipleinformant reports. Bias-corrected, bootstrapped conditional effects modeling indicated that underdeveloped working memory exerted significant direct effects on emotion regulation in all tested models as well as indirect effects on emotion regulation via parent-reported hyperactive/ impulsive symptoms (95% CIs excluded zero). Interestingly, hyperactive/impulsive symptoms also predicted emotion dysregulation when controlling for the influence of working memory. Inattention failed to predict emotion regulation difficulties in all tested models (all 95% CIs included zero). This pattern of results replicated across parent and teacher models and were robust to control for mono-informant bias, age, and gender. These findings suggest that emotion dysregulation in ADHD reflects, in part, both a direct outcome of underdeveloped working memory and an affective outcome of hyperactive and/or impulsive symptomatology, both attributable to and independent of the role of underlying working memory deficits.

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Section: Methodsmentioning

confidence: 94%

Section: Data Analysis Planmentioning

confidence: 99%

An Examination of Relations Among Working Memory, ADHD Symptoms, and Emotion Regulation

Groves

Kofler

Wells

et al. 2020

J Abnorm Child Psychol

Self Cite

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“…Neurocognitive impairments are hypothesized as a core part of ADHD symptomatology (Castellanos and Tannock, 2002; van Lieshout et al, 2017; Kofler et al, 2018). Neurocognitive impairments including, but not limited to, domains of sustained attention or vigilance, executive function (EF), working memory, and self-regulation, have been frequently reported in individuals with ADHD.…”

Section: Introductionmentioning

confidence: 99%

A Review of Heterogeneity in Attention Deficit/Hyperactivity Disorder (ADHD)

Luo

Weibman

Halperin

et al. 2019

Front. Hum. Neurosci.

265

160

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects approximately 8%–12% of children worldwide. Throughout an individual’s lifetime, ADHD can significantly increase risk for other psychiatric disorders, educational and occupational failure, accidents, criminality, social disability and addictions. No single risk factor is necessary or sufficient to cause ADHD. The multifactorial causation of ADHD is reflected in the heterogeneity of this disorder, as indicated by its diversity of psychiatric comorbidities, varied clinical profiles, patterns of neurocognitive impairment and developmental trajectories, and the wide range of structural and functional brain anomalies. Although evidence-based treatments can reduce ADHD symptoms in a substantial portion of affected individuals, there is yet no curative treatment for ADHD. A number of theoretical models of the emergence and developmental trajectories of ADHD have been proposed, aimed at providing systematic guides for clinical research and practice. We conducted a comprehensive review of the current status of research in understanding the heterogeneity of ADHD in terms of etiology, clinical profiles and trajectories, and neurobiological mechanisms. We suggest that further research focus on investigating the impact of the etiological risk factors and their interactions with developmental neural mechanisms and clinical profiles in ADHD. Such research would have heuristic value for identifying biologically homogeneous subgroups and could facilitate the development of novel and more tailored interventions that target underlying neural anomalies characteristic of more homogeneous subgroups.

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“…Frequently reported EF impairments in ADHD include working memory deficits (especially spatial working memory but also short-term memory) and impairments in inhibition and set-shifting [19]. Working memory, or the capacity to hold information online while manipulating it [19,20], shows the largest differences (with a moderate effect size) between children with ADHD and TD children [19,21,22]. In daily life, working memory is important for controlling behavior and guiding decision-making [23].…”

Section: Introductionmentioning

confidence: 99%

Deficits in Conditional Discrimination Learning in Children with ADHD Are Independent of Delay Aversion and Working Memory

Meyer

Beckers

Tripp

et al. 2019

JCM

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Adaptive behavior requires the adjustment of one’s behavioral repertoire to situational demands. The learning of situationally appropriate choice behavior can be operationalized as a task of Conditional Discrimination Learning (CDL). CDL requires the acquisition of hierarchical reinforcement relations, which may pose a particular challenge for children with Attention Deficit Hyperactivity Disorder (ADHD), particularly in light of documented deficits in short-term/working memory and delay aversion in ADHD. Using an arbitrary Delayed Matching-To-Sample task, we investigated whether children with ADHD (N = 46), relative to Typically Developing children (TD, N = 55), show a deficit in CDL under different choice delays (0, 8, and 16 s) and whether these differences are mediated by short-term/working memory capacity and/or delay aversion. Children with ADHD demonstrated poorer CDL than TD children under 8 and 16-second delays. Non-delayed CDL performance did not differ between groups. CDL differences were not mediated by short-term/working memory performance or delay aversion. Moreover, CDL performance under an 8-second delay was a better predictor of clinical status than short-term/working memory performance or delay aversion. CDL, under conditions of delay, is impaired in children with ADHD. This may lead to difficulties discriminating between different situational demands and adapting behavior according to the prevailing reward contingencies or expectations.

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Neurocognitive and behavioral predictors of social problems in ADHD: A Bayesian framework.

Abstract: These findings confirm that ADHD is associated with impaired social performance, and implicate working memory and core ADHD symptoms in the acquisition and performance of socially skilled behavior. (PsycINFO Database Record

Cited by 45 publications

References 79 publications

An Examination of Relations Among Working Memory, ADHD Symptoms, and Emotion Regulation

An Examination of Relations Among Working Memory, ADHD Symptoms, and Emotion Regulation

A Review of Heterogeneity in Attention Deficit/Hyperactivity Disorder (ADHD)

Deficits in Conditional Discrimination Learning in Children with ADHD Are Independent of Delay Aversion and Working Memory

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