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Combrinck C, du Preez H. Validation of the ADHD-Behaviour Rating Scale for early childhood teacher use in South African classrooms. JOURNAL OF PSYCHOLOGY IN AFRICA 2021. [DOI: 10.1080/14330237.2020.1871249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Celeste Combrinck
- Department of Science, Mathematics and Technology Education (SMTE) and Department of Early Childhood Education (ECE), University of Pretoria, Pretoria, South Africa
| | - Hannelie du Preez
- Department of Science, Mathematics and Technology Education (SMTE) and Department of Early Childhood Education (ECE), University of Pretoria, Pretoria, South Africa
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Molavi P, Nadermohammadi M, Salvat Ghojehbeiglou H, Vicario CM, Nitsche MA, Salehinejad MA. ADHD subtype-specific cognitive correlates and association with self-esteem: a quantitative difference. BMC Psychiatry 2020; 20:502. [PMID: 33046041 PMCID: PMC7549239 DOI: 10.1186/s12888-020-02887-4] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Accepted: 09/21/2020] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Attention-deficit hyperactivity disorder (ADHD) is a major neurodevelopmental disorder with heterogeneous symptoms, subtypes, and cognitive deficits. Cognitive deficits are central to ADHD pathophysiology and one potential source of heterogeneity in ADHD. Subtype-specific cognitive correlates are not, however, well-studied. We explored cognitive correlates of ADHD subtypes based on the Wechsler Intelligence Scale for Children (WISC-IV) scores. We also assessed subtype-specific self-esteem rating in ADHD subtypes and explored its association with cognitive correlates. METHODS One hundred thirty-nine children with ADHD (80.6% boy, 19.4% girl) were categorized into the predominantly "hyperactive (ADHD-H)", "inattentive (ADHD-I)" and "combined (ADHD-C)" subtype based on their symptoms and scores on the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS-PL) and Conners Parent-Rating Scale (CPRS-RS). They were then individually administrated the WISC-IV and completed a self-esteem inventory. Group differences in the WISC-IV indices and their predictability in discriminating ADHD subtypes were analyzed. RESULTS We found a quantitative differentiation of cognitive abilities among ADHD subtypes with "working memory" as the most compromised cognitive domain. ADHD-I had the poorest cognitive profile while ADHD-H scored highest in all cognitive domains. Importantly, cognitive abilities were negatively correlated with inattention and positively correlated with hyperactive symptoms. Moreover, self-esteem ratings were positively correlated with the cognitive domains and were rated differently based on the subtypes. ADHD-H, with the highest cognitive strength, reported the highest level of self-esteem among all subtypes. CONCLUSIONS ADHD subtype-specific symptoms, cognitive deficits, and self-esteem problems should be considered for precise diagnosis and effective and personalized treatment in ADHD in light of further supporting evidence and assessments. Cognitive interventions might be more compatible with and effective in inattentive and combined subtypes of ADHD. Working memory improving-based interventions can benefit all ADHD subtypes. A supportive educational system in school and providing adjunct supportive interventions should be considered for children with ADHD as well.
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Affiliation(s)
- Parviz Molavi
- grid.411426.40000 0004 0611 7226Department of Psychiatry, Fatemi Hospital, School of Medicine, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Mehriar Nadermohammadi
- Department of Psychiatry, Fatemi Hospital, School of Medicine, Ardabil University of Medical Sciences, Ardabil, Iran.
| | - Habibeh Salvat Ghojehbeiglou
- grid.411426.40000 0004 0611 7226Department of Psychiatry, Fatemi Hospital, School of Medicine, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Carmelo M. Vicario
- grid.10438.3e0000 0001 2178 8421Department of Scienze Cognitive della Formazione e degli Studi Culturali, University of Messina, Messina, Italy
| | - Michael A. Nitsche
- grid.419241.b0000 0001 2285 956XDepartment of Psychology and Neurosciences, Leibniz Research Centre for Working Environment and Human Factors, Dortmund, Germany
| | - Mohammad Ali Salehinejad
- Department of Psychology and Neurosciences, Leibniz Research Centre for Working Environment and Human Factors, Dortmund, Germany. .,International Graduate School of Neuroscience, Ruhr-University Bochum, Bochum, Germany. .,Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran.
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Manshaee G, Tabrizi M, Ghamarani A, Rasti J. Comparison of the effectiveness of virtual reality with medication on the memory of attention deficit hyperactivity disorder students. INTERNATIONAL ARCHIVES OF HEALTH SCIENCES 2020. [DOI: 10.4103/iahs.iahs_66_19] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Moura O, Costa P, Simões MR. WISC-III Cognitive Profiles in Children with ADHD: Specific Cognitive Impairments and Diagnostic Utility. The Journal of General Psychology 2019; 146:258-282. [PMID: 30729871 DOI: 10.1080/00221309.2018.1561410] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
This study aimed to investigate the presence of specific cognitive impairments and the diagnostic utility of the WISC-III in children with ADHD. Ninety-eight children with ADHD and 81 children without ADHD matched by age and gender (control group), between the ages of 6 and 12 years, participated in the study. Children with ADHD revealed the most pronounced deficits in the subtests tapping working memory and processing speed. Freedom from Distractibility was the cognitive profile most impaired and that showed the highest diagnostic accuracy to discriminate children with ADHD. The optimal cutoff scores of the most common WISC-III cognitive profiles revealed greater diagnostic accuracy than the traditional approach of full or partial profiles. Taken together, these results suggested that in the context of a comprehensive psychological assessment, the WISC may provide knowledge about the specific cognitive strengths and weaknesses that characterize this disorder and may be useful in the decision-making process relative to ADHD diagnosis.
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Gray S, Green S, Alt M, Hogan TP, Kuo T, Brinkley S, Cowan N. The Structure of Working Memory in Young Children and Its Relation to Intelligence. JOURNAL OF MEMORY AND LANGUAGE 2017; 92:183-201. [PMID: 27990060 PMCID: PMC5157932 DOI: 10.1016/j.jml.2016.06.004] [Citation(s) in RCA: 90] [Impact Index Per Article: 12.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
This study investigated the structure of working memory in young school-age children by testing the fit of three competing theoretical models using a wide variety of tasks. The best fitting models were then used to assess the relationship between working memory and nonverbal measures of fluid reasoning (Gf) and visual processing (Gv) intelligence. One hundred sixty-eight English-speaking 7-9 year olds with typical development, from three states, participated. Results showed that Cowan's three-factor embedded processes model fit the data slightly better than Baddeley and Hitch's (1974) three-factor model (specified according to Baddeley, 1986) and decisively better than Baddeley's (2000) four-factor model that included an episodic buffer. The focus of attention factor in Cowan's model was a significant predictor of Gf and Gv. The results suggest that the focus of attention, rather than storage, drives the relationship between working memory, Gf, and Gv in young school-age children. Our results do not rule out the Baddeley and Hitch model, but they place constraints on both it and Cowan's model. A common attentional component is needed for feature binding, running digit span, and visual short-term memory tasks; phonological storage is separate, as is a component of central executive processing involved in task manipulation. The results contribute to a zeitgeist in which working memory models are coming together on common ground (cf. Cowan, Saults, & Blume, 2014; Hu, Allen, Baddeley, & Hitch, 2016).
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Affiliation(s)
- Shelley Gray
- Arizona State University, PO Box 870102, Tempe, AZ, US 85287-0102
| | - Samuel Green
- Arizona State University, PO Box 870102, Tempe, AZ, US 85287-0102
| | - Mary Alt
- University of Arizona, PO Box 210071, Tucson, AZ, US 85721
| | - Tiffany P. Hogan
- MGH Institute of Health Professions, Charlestown Navy Yard, 36 1 Avenue, Boston, MA, US 02129
| | - Trudy Kuo
- Arizona State University, PO Box 870102, Tempe, AZ, US 85287-0102
| | - Shara Brinkley
- Arizona State University, PO Box 870102, Tempe, AZ, US 85287-0102
| | - Nelson Cowan
- University of Missouri–Columbia, 210 McAlester Hall, Columbia, MO, US 65211
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Moura O, Pereira M, Alfaiate C, Fernandes E, Fernandes B, Nogueira S, Moreno J, Simões MR. Neurocognitive functioning in children with developmental dyslexia and attention-deficit/hyperactivity disorder: Multiple deficits and diagnostic accuracy. J Clin Exp Neuropsychol 2016; 39:296-312. [PMID: 27617883 DOI: 10.1080/13803395.2016.1225007] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
INTRODUCTION This study aimed to investigate the neurocognitive functioning of children with developmental dyslexia (DD) and attention-deficit/hyperactivity disorder (ADHD). METHOD Four groups of children between the ages of 8 and 10 years participated in the study: typically developing children (TDC; N = 34), children with DD-only (N = 32), children with ADHD-only (N = 32), and children with DD+ADHD (N = 18). RESULTS Children with DD and ADHD exhibited significant weaknesses on almost all neurocognitive measures compared with TDC. Large effect sizes were observed for naming speed and phonological awareness. The comorbid group showed deficits consistent with both DD and ADHD without additional impairments. Results from binary logistic regression and receiver-operating characteristic (ROC) curve analyses suggested that some neurocognitive measures revealed an adequate sensitivity for the clinical diagnosis of both neurodevelopmental disorders. Specifically, naming speed and phonological awareness were the strongest predictors to correctly discriminate both disorders. CONCLUSIONS Taken together, the results lend support to the multiple cognitive deficit hypothesis showing a considerable overlap of neurocognitive deficits between both disorders.
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Affiliation(s)
- Octávio Moura
- a Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal.,b Neurosciences, Neuropsychology and Cognitive Assessment group from the Cognitive and Behavioral Center for Research and Intervention (CINEICC) , University of Coimbra , Coimbra , Portugal
| | - Marcelino Pereira
- a Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal.,b Neurosciences, Neuropsychology and Cognitive Assessment group from the Cognitive and Behavioral Center for Research and Intervention (CINEICC) , University of Coimbra , Coimbra , Portugal.,c Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal
| | - Cláudia Alfaiate
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Eva Fernandes
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Boavida Fernandes
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Susana Nogueira
- d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal
| | - Joana Moreno
- c Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal
| | - Mário R Simões
- a Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal.,b Neurosciences, Neuropsychology and Cognitive Assessment group from the Cognitive and Behavioral Center for Research and Intervention (CINEICC) , University of Coimbra , Coimbra , Portugal.,c Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal
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