Executive functions in children: Diversity of assessment methodology and its relation to attention deficit hyperactivity disorder (ADHD)

Cognitive Processes in ADHD and Asperger's Disorder: Overlaps and Differences in PASS Profiles

OBJECTIVE

Many studies report on the usefulness of the evaluation of Executive Functions (EF) in the assessment of participants with ADHD, while others underline how deficits of EF in these participants are not consistent and that the same executive deficits are present in many other disorders, particularly in Asperger's disorder. Using the Planning Attention Simultaneous Successive (PASS) theory, the present study explores the cognitive profiles of participants with ADHD or Asperger's disorder and compares the cognitive functioning of these two diagnostic groups.

METHOD

Forty-four children, 24 with a diagnosis of ADHD and 20 with a diagnosis of Asperger's disorder, participated and their cognitive processes were evaluated with the Cognitive Assessment System.

RESULTS

Results underline specific cognitive profiles in ADHD and Asperger's disorder characterized by weaknesses in planning and attention, but with a diverse level of severity.

CONCLUSION

Implications of the different cognitive profiles of these diagnostic groups are discussed.