Which Executive Functioning Deficits Are Associated With AD/HD, ODD/CD and Comorbid AD/HD+ODD/CD?

Oosterlaan, Jaap; Scheres, Anouk; Sergeant, Joseph A.

doi:10.1007/s10802-005-0935-y

Cited by 169 publications

(125 citation statements)

References 115 publications

(137 reference statements)

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“…We selected groups excluding children with other psychiatric disorders and exposure to medication. Medication and co-morbidity have proven to affect both BIP and IB-EF in previous studies (Oosterlaan et al 1998(Oosterlaan et al , 2005Rhodes et al 2006Rhodes et al , 2012Coghill et al 2007;Chamberlain et al 2011;Swanson et al 2011;Wang et al 2013). Therefore, this sampling strategy provided a strong design for testing this specific hypothesis.…”

Section: Introductionmentioning

confidence: 99%

Mechanisms underpinning inattention and hyperactivity: neurocognitive support for ADHD dimensionality

et al. 2014

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Background. Taxometric and behavioral genetic studies suggest that attention deficit hyperactivity disorder (ADHD) is best modeled as a dimension rather than a category. We extended these analyses by testing for the existence of putative ADHD-related deficits in basic information processing (BIP) and inhibitory-based executive function (IB-EF) in individuals in the subclinical and full clinical ranges. Consistent with the dimensional model, we predicted that ADHD-related deficits would be expressed across the full spectrum, with the degree of deficit linearly related to the severity of the clinical presentation.Method. A total of 1547 children (aged 6-12 years) participated in the study. The Development and Well-Being Assessment (DAWBA) was used to classify children into groups according to levels of inattention and hyperactivity independently: (1) asymptomatic, (2) subthreshold minimal, (3) subthreshold moderate and (4) clinical ADHD. Neurocognitive performance was evaluated using a two-choice reaction time task (2C-RT) and a conflict control task (CCT). BIP and IB-EF measures were derived using a diffusion model (DM) for decomposition of reaction time (RT) and error data.Results. Deficient BIP was found in subjects with minimal, moderate and full ADHD defined in terms of inattention (in both tasks) and hyperactivity/impulsivity dimensions (in the 2C-RT). The size of the deficit increased in a linear manner across increasingly severe presentations of ADHD. IB-EF was unrelated to ADHD.Conclusions. Deficits in BIP operate at subclinical and clinical levels of ADHD. The linear nature of this relationship provides support for a dimensional model of ADHD in which diagnostic thresholds are defined in terms of clinical and societal burden rather than representing discrete pathophysiological states.

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Section: Introductionmentioning

confidence: 99%

Mechanisms underpinning inattention and hyperactivity: neurocognitive support for ADHD dimensionality

et al. 2014

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“…Comparisons of ADHD/ODD, ODD, and ADHD groups did not reveal a relationship between ODD symptoms and working memory deficits, but ADHD symptoms were associated with working memory deficits (Oosterlaan, Scheres, & Sergeant, 2005). Such research further suggests that any relationship between headstrong behavior and working memory deficits may be due to the comorbidity of ADHD and ODD.…”

Section: Working Memorymentioning

confidence: 73%

Externalizing Behavior Problems

2005

Encyclopedia of Applied Developmental Science

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“…Monitoring sense is a necessary skill for efficient comprehension (1,2) . Differences in self-monitoring ability may determine best or worst results in reading comprehension tasks.…”

Section: Discussionmentioning

confidence: 99%

“…Among the indispensable skills, the role of self-monitoring and evaluation of the acquired knowledge stands out. These executive functions (1,2) must be directed during reading in order to achieve the very goal of this action: to grasp the meaning or a coherent representation of what is proposed in the text. Effective monitoring must clearly show the perception that there was a failure in comprehension and that this must be resolved to ensure full understanding of the text (3)(4)(5) .…”

Section: Introductionmentioning

confidence: 99%

Capacidade de automonitoramento da compreensão leitora no Ensino Fundamental

Bueno

Carvalho

Ávila

2017

CoDAS

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RESUMO Purpose Investigar a capacidade de automonitoramento da compreensão leitora de escolares brasileiros do Ensino Fundamental. Método Avaliaram-se 53 alunos do 5º e 9º anos do Ensino Fundamental de escolas da rede pública de São Paulo, selecionados pelo valor de taxa de leitura oral de texto e agrupados a partir de seu desempenho em compreensão leitora em: Grupo de melhor compreensão: escolares com taxa e acurácia adequadas, sem dificuldades na compreensão leitora; Grupo de pior compreensão: escolares com taxa e acurácia adequadas e dificuldades na compreensão leitora. Dois textos narrativos acompanhados de oito questões para avaliar a compreensão leitora foram apresentados. Duas sentenças e duas palavras foram substituídas por elementos agramaticais, pseudopalavras. Na condição de monitoramento espontâneo, os escolares leram o texto oralmente e responderam a questões. A análise considerou o cômputo de hesitações, autocorreções, repetições e erros. Na condição de monitoramento dirigido, leram o texto, informados de que algumas partes poderiam não fazer sentido e que as sublinhassem. A análise se deu pelo cômputo dos itens sublinhados. Os grupos foram comparados pelo Teste de Mann-Whitney. Resultados Observou-se diferença entre os grupos em nível frasal no 9º ano, na condição de monitoramento espontâneo, e no 5º ano, na condição de monitoramento dirigido. Conclusão Escolares de pior compreensão leitora apresentaram desempenho inferior ao monitorar a presença de sentenças agramaticais.

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Which Executive Functioning Deficits Are Associated With AD/HD, ODD/CD and Comorbid AD/HD+ODD/CD?

Cited by 169 publications

References 115 publications

Mechanisms underpinning inattention and hyperactivity: neurocognitive support for ADHD dimensionality

Mechanisms underpinning inattention and hyperactivity: neurocognitive support for ADHD dimensionality

Externalizing Behavior Problems

Capacidade de automonitoramento da compreensão leitora no Ensino Fundamental

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