Intellectual characteristics of children with attention deficit hyperactivity disorder and developmental dyslexia

To study the difference in cognitive impairment between the children with benign childhood epilepsy with centrotemporal spikes (BECT) and attention deficit hyperactivity disorder (ADHD) and those with BECT or ADHD alone. A prospective study was performed on 80 children with BECT and ADHD, 91 children with BECT, and 70 children with ADHD , who were diagnosed with the diseases for the first time. Seventy children of the same age who underwent physical examination were enrolled as the healthy control group. Event-related potential P300, Wechsler Intelligence Scale for Children, and integrated visual and auditory continuous performance test were used to measure and compare each index between groups. Compared with the healthy control group, the BECT+ADHD group, the BECT group, and the ADHD group had a significantly prolonged P300 latency, a significant reduction in the amplitude of P300, and significant reductions in the scores of verbal comprehension index (VCI), perceptual reasoning index (PRI), working memory index (WMI), processing speed index (PSI), full scale intelligence quotient (FSIQ), auditory response control quotient (ARCQ), visual response control quotient, full response control quotient (FRCQ), auditory attention quotient (AAQ), visual attention quotient, and full attention quotient (P<0.05). Compared with the BECT group, the BECT+ADHD group had a significantly prolonged P300 latency, a significant reduction in the amplitude of P300, and significant reductions in the scores of VCI, PRI, WMI, PSI, FSIQ, and FRCQ (P<0.05). Compared with the ADHD group, the BECT+ADHD group had a significantly prolonged P300 latency, a significant reduction in the amplitude of P300, and significant reductions in the scores of VCI, PRI, FSIQ, ARCQ, FRCQ, and AAQ (P<0.05). Compared with the children with BECT or ADHD alone, the children with both BECT and ADHD have basically the same fields of cognitive impairment but a higher degree of cognitive impairment in some fields.

FIGURE 1. Changes in cortical thickness provide one measure of brain maturation. A large longitudinal study found that for most areas of cortex, children with attention deficit hyperactivity disorder (ADHD) reach peak cortical thickness several years later than typically developing children, supporting presence of developmental delay. The rate of cortical thinning also differed between the group who continued to meet diagnostic criteria into adulthood (persistent ADHD) and those who did not (remitted ADHD). Areas of cortex in which the rate of thinning correlated with adult symptom level (green, more symptoms associated with more thinning) are approximated on medial and lateral simplified representations of cortex. An earlier study also identified multiple areas in which cortex was thinner in adults with persistent ADHD compared with controls (orange). In addition, this study noted some areas of thicker cortex in remitted ADHD when compared with persistent ADHD (blue).

Neurocognitive effects and electrophysiological findings in ADHD and self-limiting centrotemporal spike wave epilepsy (SeLECTS) − A prospective tertiary care study

PurposeThis study aimed to explore the intelligence profiles of Chinese school-aged boys with high-functioning autism spectrum disorder (HFASD) and attention-deficit/hyperactivity disorder (ADHD). Additionally, differences in intelligence quotient (IQ) between the HFASD group and the ADHD group were examined.Patients and methodsThirty-two boys with HFASD, 58 boys with ADHD, and 39 typically developing (TD) boys aged 6–16 years participated in this study. The ADHD group was divided into subgroups: ADHD-I (predominantly inattentive) and ADHD-C (combined type). (The ADHD-H [hyperactive] group was excluded because of small sample size). The Wechsler Intelligence Scale for Children-IV Chinese version was administered to every participant, and the FSIQ (Full-Scale IQ) score was used as the measure of IQ.ResultsBoth boys with HFASD and ADHD (ADHD-I and ADHD-C) showed impairments in Processing Speed Index and FSIQ, as compared to the TD group. Lower Verbal Comprehension Index scores were found in the ASD and ADHD-I groups. Interestingly, Working Memory Index was only impaired in children with ADHD. Additionally, equivalent Perceptual Reasoning Index (PRI) scores were found among the HFASD, ADHD, and TD groups.ConclusionResults indicated that both children with ADHD and HFASD have difficulty in processing speed, which may be explained by these children having neurodevelopmental disorders. These results also indicated that working memory appears to only be impacted by having ADHD. Children with ASD are known to have language difficulties while children with ADHD typically display working memory deficits; thus, these findings were expected.

Amaç: Dikkat-Eksikliği/Hiperaktivite Bozukluğu (DEHB) zekâ ile ilişkili bir nörogelişimsel bozukluktur. Sosyal işlevsellik, akran ilişkileri ve akademik beceriler DEHB’den olumsuz etkilenmektedir. Bu çalışmada, DEHB tanısı konan çocukların Wechsler Çocuklar İçin Zekâ Ölçeği-IV (WÇZÖ-IV) ile elde edilmiş zekâ katsayıları yaş ve cinsiyetlerine göre değerlendirildi. Gereç ve Yöntem: Bu kesitsel çalışmada, DEHB tanısı, Ruhsal Bozuklukların Tanısal ve Sayımsal Elkitabı, Beşinci Versiyon (DSM-5)’e göre konuldu. Sözel Kavrama Birleşik Puanı (SKBP), Algısal Akıl Yürütme Birleşik Puanı (AAYBP), Çalışma Belleği Birleşik Puanı (ÇBBP), İşlem Hızı Birleşik Puanı (İHBP) ve Tüm Test Zekâ Puanı (TTZP) olmak üzere beş ayrı birleşik puan elde edilbilen WÇZÖ-IV, tüm hastalara aynı kişi tarafından uygulandı. Bulgular: DEHB tanılı 18 erkek (%58.1), 13 kız (%41.9) hasta çalışmaya dâhil edildi (p=0.369). Ortalama yaş 109.00±22.74 aydı. WÇZÖ-IV’ün alt ölçekleri açısından kızlar ve erkekler arasında anlamlı farklılık görülmedi (SKBP p=0.524, AAYBP p=0.465, ÇBBP p=0.806, İHBP p=0.717 ve TTZP p=0.977). Tartışma: Bu çalışma, ilimizdeki DEHB tanılı hastalara ait ilk WÇZÖ-IV verilerini göstermektedir. Sonuçlar, kızlar ve erkekler arasında WÇZÖ-IV alt ölçek puanları açısından farklılık olmadığını göstermektedir. Bu çalışma, ilimizde bu alanda yapılacak diğer çalışmalara veri sağlayabilecektir.

Aim. Attention Deficit Hyperactivity Disorder (ADHD) is a major risk factor for the development of substance use disorders (SUD). Patients with both ADHD and SUD become addicted at a younger age, use more substances and are hospitalized more often than SUD patients without ADHD. However, in clinical practice ADHD patients with SUD are not diagnosed sufficiently, especially in adulthood. This study aims to evaluate characteristics of ADHD patients with SUD. Method. This is a retrospective, non-randomized study. All the files of the patients who had applied for treatment for substance use disorders were screened. The patients who had been suffering just for alcoholism were excluded. The patients who had illegal substance use were included and divided into two groups. The first group was consisted with the patients who had both ADHD and SUD together. The second group was consisted with the patients who had only SUD. All the files of the patients were screened for onset of SUD, substance preferences, comorbid psychiatric disorders and history of family SUD . Results. Of the 72 patients were affected by SUD (57 males and 15 females), 55 of them were met the ADHD criteria according to DSM-IV. No statistical significant differences were observed between ADHD and non-ADHD subjects as far as mean age, gender, education level were concerned. The two groups did not show any significant differences in primary substance choice. Cannabis was the most commonly used substance for abuse and dependence. We divided drugs into different categories such as cannabis, heroin, hallucinogen, amphetamine, volatile, nicotine, alcohol, cocaine and no statistical significant differences were found between ADHD and non-ADHD groups (all values, p > 0.05). Using ecstasy showed statistically significant difference between ADHD and non-ADHD groups [χ2 (1) = 4.124, p 0.05). Abuse of synthetic cannabinoids were found significantly different between ADHD group and non-ADHD group [χ2 (1) = 5.493, p < 0.05]. ADHD group uses synthetic cannabinoids significantly higher than the non-ADHD group. The age of onset of substance use in ADHD and non-ADHD groups differed significantly [χ2 (1)= 32,998 p < 0.001]. Subjects with ADHD had an earlier onset of SUD compared to the subjects of non- ADHD. Most of the ADHD group starts using illicit drugs before 15 years of age. Discussion. Findings of this study consistent with previous studies reported that ADHD can be considered as an important risk factor for the development of addiction.The results of the present study show that ADHD is not rare among the patients with SUD who are seeking treatment. Moreover, even if the patient suffers just only for SUD he/she should be evaluated for ADHD for an effective treatment.

The first group of psychiatric treatments for children with attention deficit/hyperactivity disorder (ADHD) is stimulant drug such as methylphenidate. The aim of this study is investigating cognitive profile in ADHD children who are using medicated treatment and no medicated treatment, in WISC IV. Participants are 29 ADHD children (13 no medicated and 16 medicated) and 25 normal children. The sampling method is convenient. Children were 7 to 12 years old. Result showed significant differences between ADHD group who uses medication and those who don’t, and normal and ADHD groups who don’t use medication in verbal comprehension and processing indexes. In perceptual reasoning index, there was significant difference between normal group and ADHD group in using medication, also in working memory index there were no significant differences between ADHD groups (with and without medication use). Using medical treatment and changing in the process of disorder toward normal function in children with ADHD following it, can be an evidence of neurological problems in these children.

Objective To explore the clinical characters and cognitive functions in high intelligence quotient (IQ) patients with attention deficit hyperactivity disorder (ADHD) in a Chinese population sample. Methods Sixty-eight outpatients with a high IQ fulfilling the DSM-Ⅳ diagnostic criteria for ADHD, 91 adults without ADHD matched by high IQ ADHD adults, 42 ADHD outpatients with an average IQ and 51 normal adults with an average IQ matched were identified. All the groups were matched by age. All subjects completed the clinical interview, neuropsychological test and the Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A). Results No significant differences in ADHD subtypes between ADHD group with high IQ and with normal IQ were found. ADHD group with high IQ had more comorbidities of mood disorder and anxiety spectrum disorders than ADHD group with normal IQ (36.8%(25/68) vs. 19.0%(8/42), χ2=3.880, P=0.049). The Barratt Impulsiveness Scale-Ⅱ scores of non planned were significantly lower in high IQ ADHD group than in general intelligence ADHD group (29.5±4.2 vs. 31.4±4.3, t=2.102, P=0.037) . ADHD group with normal IQ performed worse than control group in test of arithmetic (t=-2.335, P=0.020) , digit span (t=-2.021, P=0.045) and digit symbol (t=-3.043, P<0.01) . When compared with ADHD group with normal IQ, the one with high IQ had lower scores in emotion control (t=-1.976, P=0.049) , working memory (t=-2.363, P=0.019) and behavior management index (t=-2.322, P=0.021) when completing BRIEF-A questionnaire. Conclusions The ADHD group with high IQ has a higher rate of comorbidities with mood disorder and anxiety spectrum disorders. ADHD adults with normal IQ have more serious cognitive damage, especially in working memory. Both ADHD groups have executive function damages. High IQ could protect the cognitive capacity of adults with ADHD, especially in working memory aspect. Key words: Attention deficit disorder with hyperactivity; Adult; Intelligence; Cognition

Developmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Developmental Dyslexia (DD) are reported to have more visual problems, oral language difficulties, and diminished reading skills in addition to their different diagnostic features. Moreover, these conditions also have increased internal noise and probably an impaired ability of external noise filtering. The aim of the present study was to compare the reading performance of these groups in the presence of external visual noise which disrupts the automatic reading processes through the degradation of letters. Sixty-four children and adolescents in four groups, ASD, ADHD, DD, and TD, participated in the study. Two types of stimuli were used - unrelated words and pseudowords. The noise was generated by exchanging a fixed number of pixels between the black symbols and the white background distorting the letters. The task of the participants was to read aloud the words or pseudowords. The reading time for a single letter string, word or pseudoword, was calculated, and the proportion of errors was assessed in order to describe the reading performance. The results obtained showed that the reading of unrelated words and pseudowords differs in the separate groups of participants and is affected differently by the added visual noise. In the no-noise condition, the group with TD had the shortest time for reading words and short pseudowords, followed by the group with ASD, while their reading of long pseudowords was slightly slower than that of the ASD group. The noise increase evoked variations in the reading of groups with ASD and ADHD, which differed from the no-noise condition and the control group with TD. The lowest proportion of errors was observed in readers with TD. The reading performance of the DD group was the worst at all noise levels, with the most prolonged reading time and the highest proportion of errors. At the highest noise level, the participants from all groups read the words and pseudowords with similar reading speed and accuracy. In reading words and pseudowords, the ASD, ADHD, and DD groups show difficulties specific for each disorder revealed in a prolonged reading time and a higher proportion of errors. The dissimilarity in reading abilities of the groups with different development is most evident when the accuracy and reading speed are linked together. The use of noise that degrades the letter structure in the present study allowed us to separate the groups with ASD, ADHD, and DD and disclose specifics in the reading process of each disorder. Error type analysis may provide a basis to improve the educational strategies by appropriately structuring the learning process of children with TD, ASD, ADHD, and DD.

BackgroundChildren born preterm and/or small for gestational age (SGA) are at increased risk of poor cognitive outcomes, particularly in low and middle-income countries (LMICs). ObjectivesThis study aimed to examine the cognitive and academic deficits during the school-age years in children born preterm or SGA compared with those in children born term adequate for gestational age (AGA) in rural Vietnam. MethodsChildren born to women in a preconception micronutrient supplementation trial in Vietnam were classified into 3 groups: preterm AGA (n =138), term SGA (n =169), and term AGA (n = 1134). Cognitive abilities were assessed using the Wechsler Intelligence Scale for Children, measuring 4 domains [verbal comprehension index (VCI), perceptual reasoning index (PRI), working memory index (WMI), and processing speed index (PSI) scores] and full-scale intelligence quotient (FSIQ) at 6–7 and 10–11 y. Academic achievement was assessed with mathematic and language tests. Analysis of variance and multiple regression models were used to analyze differences in cognitive function and academic achievement at 6–7 and 10–11 y by birth phenotypes. ResultsCompared with term AGA children, those born SGA had lower cognitive scores at both 6–7 y (VCI, −2.3; PRI, −3.7; PSI −2.1; and FSIQ, −2.9) and 10–11 y (VCI, −3.7; PRI, −3.5; WMI, −2.7; PSI, −1.9; and FSIQ, −3.9). Children born SGA also had poorer academic achievement with lower language (5.3) and mathematic (2.5) scores. Adjustments for maternal factors and home environment attenuated the associations, but the differences in VCI, PRI, FSIQ, and language at 10–11 y remained significant. There were no differences in cognitive function and academic achievement between children born preterm and AGA. ConclusionsOur findings highlight the enduring association of birth phenotype on cognitive functioning and academic achievement during the school years, despite adjustments for maternal education and family environment. Further research is needed to implement effective interventions to improve birth outcomes and optimize child health and development in LMICs.The trial was registered at clinicaltrials.gov as NCT01665378 (URL: https://clinicaltrials.gov/ct2/show/NCT01665378).

Objective This study aimed to compare the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) profiles of children with attention deficit/hyperactivity disorder (ADHD) and typically-developing children (TC) in Korea.Methods The Korean version of the WISC-IV and the Advanced Test of Attention (ATA) were administered to 377 children and adolescents: 224 with ADHD (age 8.2±2.1 years, 182 boys) and 153 TC (age 8.7±2.4 years, 68 boys). Partial correlation and an analysis of covariance were used to investigate the relationship between the scores of the WISC-IV and the ATA.Results The mean score of the full-scale intelligence quotient was lower in ADHD children than in TC (p<0.001). In analyses controlling for gender and with the full-scale intelligence quotient as a covariate, the working memory index (WMI) (p<0.001) and values of the Digit span subtest (p=0.001) of the WISC-IV were lower in the ADHD group than in TC. The WMI (r=-0.26, p<0.001) and its subtest Arithmetic scores (r=-0.25, p<0.001) were negatively correlated with Commission errors on the auditory ATA.Conclusion Children with ADHD have significantly lower WMI scores, which were clinically correlated with Commission errors on the auditory task of the ATA. Thus, the WMI is an indicator of attention deficit in children with ADHD.

Objective: The aim of this study was to evaluate the cognitive performance and clinical characteristics of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) who had attended a tertiary center. Method: Fifty-six children and adolescents aged 7-16 years with ADHD who had been admitted to the Child and Adolescent Psychiatry clinic between June 2020 and March 2021 were retrospectively included in the study. A semi-structured interview form for the Affective Disorders and Schizophrenia Interview Schedule-Present Version for School-Age Children was used to determine mental disorders. The Clinical Global Impression Scale (CGIS) was completed to assess the severity of ADHD symptoms. The Wechsler Intelligence Scale for Children-IV (WISC-IV) was used in the assessment of cognitive skills. Results: The median age of the participants was 13 and 71.4% of them were male. The Working memory index (s=83.3) and Full-Scale IQ (FSIQ) (s=84) were found to be the lowest scores. According to the comparisons between CGIS, the FSIQ score (χ2 =0.736; p=0.947), verbal comprehension index (χ2 =2.882; p=0.578), perceptual reasoning index (χ2 =1.412; p=0.842), working memory index (χ2 =1.980; p=0.739), processing speed index (χ2 =1.673; p=0.796) were not found to be statistically different between the groups. Conclusion: The WISC-IV scale, which is increasingly preferred in the clinic use, could help to obtain information about cognitive performance in children with ADHD, regardless of the severity of ADHD symptoms.

This study aimed to compare performance in working memory (WM), processing speed (PRS), and attention measures in children and adolescents with typical development (TD) and with Attention deficit hyperactivity disorder (inattentive [ADHD-I] or combined [ADHD-C]) presentations, and to determine the predictive ability of the measures mentioned to discriminate between ADHD presentations and TD. 260 children and adolescents, 138 with ADHD (70 ADHD-I and 68 ADHD-C) and 122 TD in two age cohorts (8–12 years; 13–16 years), were assessed with WM and PRS indexes of Wechsler Intelligence Scale for Children (WISC-IV) and the d2 attention test. Significant differences between ADHD and TD groups in the WISC-IV GAI scores were found in children but not in adolescents. Children and adolescents with both ADHD presentations performed poorly on the PRS index, while on the WM index only children exhibited difficulties. In the attention test, children with ADHD-C showed more impulsivity and more difficulties for processing speed, concentration and accuracy than ADHD-I and TD. In addition, both ADHD presentations had higher inattention scores than TD. ADHD adolescents performed worse than TD in processing speed, concentration and accuracy. ADHD groups showed more impulsivity and inattention than TD. Digit Span and Symbol Search (WISC-IV) and processing speed and accuracy (d2) successfully classified ADHD and TD in children, but in adolescents, only coding (WISC-IV) and accuracy (d2) successfully classified ADHD presentations and TD. The WISC-IV and d2 yield neuropsychological profiles which reflect age-related cognitive changes and may allow the adaptation of more tailored early interventions for ADHD.

ObjectiveTo explore and compare the cognitive processing weakness of children with Attention deficit hyperactivity disorder (ADHD) and comorbid reading disabilities (RD) (ADHD+RD) and children with ADHD only using the Das-Naglieri Cognitive Assessment System (DN:CAS).MethodsEighty-eight children with ADHD who visited the hospital for the first time from September 2021 to November 2021 and had a Full scale intelligence quotient (IQ) of ≥85 on the Wechsler Intelligence Scale for Children revised in China (C-WISC) were selected (Age: 6–12 years; Grade: 2–6). Based on comorbidity with RD and the subtypes of ADHD (e.g., Inattention dominant type, ADHD-I, Hyperactivity/Impulse dominant type, ADHD-H and Combined type, ADHD-C), these children were divided into the ADHD+RD group (n = 30) and ADHD group (n = 58) as well as the corresponding subgroups. Clinical data on gender, age, grade, IQ scores, and DN:CAS processing scores were compared between both groups/subgroups. Spearman's correlation test was used for correlation analysis of results of interest.ResultsNo differences in age, grade, male-to-female ratio, verbal IQ, performance IQ, and full scale IQ were observed between the ADHD+RD group and ADHD group as well as the corresponding subgroups (P > 0.05). Children in the ADHD-C+RD subgroup had lower scores in Planning processing of DN:CAS than those in the ADHD-C subgroup (P = 0.040). However, there were no significant difference between the ADHD-I+RD subgroup and ADHD-I subgroup in Planning scores of DN:CAS assessment; The grade of ADHD-C+RD and ADHD-I+RD subgroups were positively correlated with the Planning scores of DN: CAS (r = 0.599, P = 0.030 and r = 0.508, P = 0.044, respectively). The grade of ADHD-C subgroup was positively correlated with the Planning and Simultaneous processing scores of DN: CAS (r = 0.409, P = 0.042 and r = 0.406, P = 0.044, respectively).ConclusionOur study confirmed that children of ADHD-C with comorbid RD have a more severe Planning processing weakness compared to children with ADHD-C only. Among the children of ADHD-C+RD, ADHD-I+RD and ADHD-C, such a Planning processing impairment may improve with increasing educational skills.

Objective To compare the intelligence quotient (IQ) between children with Asperger syndrome (AS) and children with attention deficit hyperactivity disorder (ADHD) in order to provide reliable evidence for diffe-rential diagnosis. Methods The intelligence of 141 children with AS, 154 children with ADHD and 102 normal control(NC)children aged 6-13 years old examined by the China-Wechsler Intelligence Scale for Children was analyzed, and the diagnoses of AS and ADHD was made according to the Fourth edition of the Diagnostic and Statistical Manual of Mental Disorder. Results The proportions of children at low level of IQ (borderline and mental retardation range) in children with AS and with ADHD group were both significantly higher than those of NC group.The proportions of children at top level of IQ (superior and very superior range) in ADHD group were significantly lower than those of AS and NC groups.In the AS group, higher proportions of verbal IQ (VIQ) at top level and performance IQ (PIQ) at low level were found.The average VIQ, PIQ and full IQ (FIQ) of the AS, ADHD and NC groups were (102.55±17.27, 91.31±16.01, 97.10±15.88), (95.39±13.49, 94.16±12.92, 94.40±12.78) and (104.06±13.66, 103.05±11.80, 103.91±12.92), respectively.The VIQ, PIQ and FIQ in ADHD group were lower than those in NC group significantly(P 0.05). The AS and ADHD group scored both lower than the NC group in the subtests ofcomprehension,coding,picture completionandpicture arrangement(P 0.05). The proportion of children having a VIQ-PIQ difference value more than 15 in AS group was 54.60%(77/141 cases), which was significantly higher than that in ADHD[22.07%(34/154 cases)]and NC groups[13.72%(14/102 cases)](P 0.05). The differences among scores on the three Kaufman factors were significant in AS group (P 0.05). Conclusions Compared with ADHD and normal control children, there are some unique intelligence profiles in children with AS, which show VIQ and PIQ separation, imbalance intelligence structure as well as strengths and weaknesses coexisting.Furthermore, children with ADHD and AS children share common features in some subtests scores. Key words: Asperger syndrome; Attention deficit hyperactivity disorder; Intelligence quotient