Stability of Executive Function Deficits in Girls with ADHD: A Prospective Longitudinal Followup Study into Adolescence

Biederman, Joseph; Petty, Carter R.; Doyle, Alysa E.; Spencer, Thomas; Henderson, Carly; Marion, Bryan; Fried, Roland; Faraone, Stephen V.

doi:10.1080/87565640701729755

Cited by 72 publications

(57 citation statements)

References 39 publications

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“…Studies show that gender difference may occur in children with ADHD/attention deficits, e.g., girls with ADHD show persistent deficits in executive functioning and have a higher risk, compared with girls without ADHD, of developing educational and antisocial disorders (Biedermann, et al, 2008). Attention deficits in girls may go unrecognised, as they seem to be less hyperactive and less inattentive compared to boys, and girls may not get the specific help they need in order to cope positively (Gathercole & Alloway, 2008).…”

Section: Girlsmentioning

confidence: 99%

Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs

Dahlin¹

2013

JEL

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Working Memory (WM) has a central role in learning. It is suggested to be malleable and is considered necessary for several aspects of mathematical functioning. This study investigated whether work with an interactive computerised working memory training programme at school could affect the mathematical performance of young children. Fifty-seven children with attention deficits participated in an intervention programme. The treatment group trained daily, for 30-40 min. at school for five weeks, while the control group did not get any extra training. Looking at the group as a whole, mathematical performance improved in the treatment group compared with the control group directly following the five weeks of training (Time 2), but the results of the second post-test (Time 3, approximately seven months later) were no longer significant. Since there was only a small number of girls, the results were analysed for boys only. The boys had improved their mathematical results in both post-tests. WM-measures improved at Time 2 and 3 relative to Time 1 (pre-test) for the whole group, and for boys. Differences in training scores were related to differences in the non-verbal WM-measure Span board back.The results indicate that boys aged 9 to 12 with special needs may benefit, over time, from WM training, as shown in the enhanced results in mathematics following WM training. However, as the intervention and control groups were not randomised, the results cannot be generalised; the results must be considered with caution.

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Section: Girlsmentioning

confidence: 99%

Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs

Dahlin¹

2013

JEL

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“…Children with ADHD have been shown to be at increased risk for serious conduct problems and antisocial behavior, although it is not clear whether this is due to ADHD itself or to the co-morbidity of ADHD with other externalizing problems [18,19]. Other work has suggested a counter-intuitive protective effect of stimulant use on future alcohol and drug use for children with ADHD [20], although this was not present at follow-up [21]. In order to understand the early development of these outcomes, 11-13 year old children in the MTA (n = 487) were compared to the LNCG group (n = 272).…”

Section: Delinquency and Substance Usementioning

confidence: 75%

A clinical review of outcomes of the Multimodal treatment study of children with attention-deficit/hyperactivity disorder (MTA)

Murray

Arnold²,

Swanson³

et al. 2009

Curr Atten Disord Rep

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Over the past decade, the MTA has provided a bewildering wealth of data (70 peer-reviewed articles) addressing treatment-related questions for children with attention-deficit/hyperactivity disorder (ADHD); however, the take-home messages for clinicians may not always be clear. Therefore, this article reviews key findings, including relative benefits of medication and behavioral treatments, long-term effects at two and three years, treatment mediators and moderators, preliminary delinquency and substance use outcomes, and growth suppression related to stimulant use. Appropriate interpretations of the findings and their limitations are discussed and recommendations for clinical practice are derived.

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“…Similarly, when evaluated by sex, CS impairment in EF was seen at baseline in both male and female subjects, and treatment with LDX resulted in significant improvement in EF for subjects of both sexes. Although EF and, for that matter, ADHD have been more extensively studied in boys (Biederman et al 2008), evidence confirms that girls are affected by EF deficits in multiple function domains and settings (Houghton et al 1999;Biederman et al 2008;Wodka et al 2008).…”

Section: Discussionmentioning

confidence: 99%

Executive Function Deficits in Children with Attention-Deficit/Hyperactivity Disorder and Improvement with Lisdexamfetamine Dimesylate in an Open-Label Study

Turgay

Ginsberg²,

Sarkis³

et al. 2010

Journal of Child and Adolescent Psychopharmacology

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Objective: To assess the effects of lisdexamfetamine dimesylate (LDX) on executive function (EF) behaviors in children with attention-deficit/hyperactivity disorder (ADHD). Methods:This observational, open-label, 7-week, dose-optimization study of LDX (20-70 mg/day) in children with ADHD evaluated efficacy with the ADHD Rating Scale IV; safety measures included adverse events (AEs). EF was assessed with the Behavior Rating Inventory of Executive Function (BRIEF). Post hoc analyses examined BRIEF scores by sex, ADHD subtype, comorbid psychiatric symptoms, and common treatment-emergent AEs (TEAEs). ADHD Rating Scale IV scores were assessed in subjects categorized by baseline BRIEF global executive composite T scores with clinically significant (!65) or not clinically significant (<65) impairment in EF. Results: Mean (standard deviation) change from baseline to endpoint for BRIEF of À17.9 (12.5) for Global Executive Composite, À15.4 (12.6) for Behavioral Regulation Index, and À17.6 (12.3) for Metacognition Index demonstrated improvement with LDX (pooled doses; p < 0.0001 for all). Improvements in BRIEF scores were seen regardless of sex, ADHD subtype, comorbid psychiatric symptoms, common TEAEs, or baseline EF impairment category. TEAEs included decreased appetite, decreased weight, irritability, insomnia, headache, upper abdominal pain, and initial insomnia. Conclusions: Improvements were demonstrated in EF behaviors and ADHD symptoms with LDX. LDX safety profile was consistent with long-acting stimulant use.

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Stability of Executive Function Deficits in Girls with ADHD: A Prospective Longitudinal Followup Study into Adolescence

Cited by 72 publications

References 39 publications

Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs

Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs

A clinical review of outcomes of the Multimodal treatment study of children with attention-deficit/hyperactivity disorder (MTA)

Executive Function Deficits in Children with Attention-Deficit/Hyperactivity Disorder and Improvement with Lisdexamfetamine Dimesylate in an Open-Label Study

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