Abstract
ObjectivesThe purpose of this theoretical analysis of current research on ADHD is to provide an account integrating executive functional profiles with its broader structural neurodevelopmental profile.MethodsComparative theoretical analyses between executive functional deficit disorder models of ADHD and results from default mode network fMRI data. This was followed by an analysis of the temporal profile of ADHD and phase synchronous neural assemblies.ResultsComparative analyses suggest disparities within executive functional deficit disorder models and discontinuities between executive functional and structural profiles of ADHD. Analysis of the temporal signature of ADHD provides a potential avenue for integrating different profiles by means of anchoring executive functions within inherent diachronic neurocognitive organization.ConclusionsThe analyses provided suggest that executive functional deficits in ADHD arise from much broader idiosyncrasies, rooted within the inherent diachronic organization of neurocognitive function, and whose challenges must be understood in conjunction with socio cultural environmental factors.
Highlights
We suggest that formulation of a more inclusive brain model of ADHD is facilitated by the new paradigm of resting-state functional magnetic resonance imaging (R-fMRI), which is increasingly revealing the intrinsic functional architecture of the brain. (Castellanos & Proal, 2012, p. 17)
Psychometric tests consist of measurements of executive functional performances within a laboratory setting while rating scales consist of self-ratings of executive function developed for the assessment of ADHD (Solanto, 2015)
Psychometric tests and rating scales of executive function show little correlation with each other and significant incongruity on key issues concerning the relation of ADHD and executive functional deficits (Toplak et al, 2013)
Summary
ADHD is a universal condition whose prevalence in all measured populations vary between an average 5–7% in children and 3–5% in adults with geographical variation likely resulting from methodological differences (Polanczyk et al, 2007). The main characteristics of ADHD are persistent and maturationally inconsistent patterns of inattention and/or hyperactivity disruptive of social and vocational activities In accordance with these characteristics, ADHD has been correlated with a wide array of personal, social, academic, and occupational problems across all age groups (Aduen et al, 2018; see Barkley, 2015b; Bernfort et al, 2008; Brandt & Fischer, 2017; Loe & Feldman, 2007)
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