Executive Function Performance In Children Research Articles

Executive function performance in children and adolescent patients with narcolepsy type 1

ObjectiveThe executive function profile in patients with narcolepsy type 1 (NT1) has been mentioned; however, limited research exists on children and adolescent patients with NT1.This study aims to assess executive function in children and adolescent patients with NT1 in China, examine potential influencing factors and evaluate the short-term treatment effect on executive function. Methods53 NT1 patients (36 males, age 12.2 ± 3.4 years) and 37 healthy controls (23 males, age 12.2 ± 2.5 years) underwent self-reported measures assessing subjective sleepiness, depression, anxiety and sleep quality. A comprehensive neuropsychological test was administered to assess executive function domains, including processing speed, inhibitory control, cognitive flexibility and working memory. These assessments were repeated in NT1 patients after three-day regular drug treatment. ResultsNT1 patients exhibited higher levels of excessive daytime sleepiness, depression, anxiety, and poor sleep quality compared to healthy controls. Patients showed impaired processing speed, inhibitory control and cognitive flexibility (p < 0.05), whereas working memory was unaffected (p > 0.05). Regression analysis revealed that parameters from sleep monitoring, such as sleep efficiency and sleep latency, were correlated with executive function performance after controlling for age, gender, and education years. The short-term treatment led to improvements in inhibitory control, cognitive flexibility, and working memory. ConclusionThe findings showed that executive function was impaired among children and adolescent patients with narcolepsy, which was associated with objective sleep parameters. Furthermore, this study emphasizes the necessity of neuropsychological assessments and early interventions among children and adolescent NT1 patients.

The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis

Executive function (EF) is critical to students’ academic behaviors and well-being. Environmental influences, particularly teacher-student interaction (TSI), play a key role in enhancing EF development. Previous studies have linked TSI quality to children’s EF, yet the relationships between subdimensions of TSI—such as closeness, conflict, dependency, emotional support, classroom management, and instructional support—and EF outcomes remain unclear. Moreover, it is unclear whether these relations hold true across different cultural contexts. From an initial pool of 14,915 articles, in this meta-analysis, we considered 84 empirical studies across 18 cultural regions, revealing that TSI subdimensions are consistently related to EF with small-to-medium effect sizes. The analysis also identified statistically significant moderating factors, such as individualism, power distance, EF type, EF instrument, and socioeconomic status. Notably, stronger TSI-EF correlations were found among children from cultures with low-individualism and high-power-distance, as well as among children from higher socioeconomic backgrounds. These patterns were particularly pronounced in studies measuring hot EF through adult-reported data. This comprehensive meta-analysis bridges knowledge gaps in TSI-EF dynamics, and supporting theories, such as attachment theory, social learning theory, and socio-cultural theory within educational settings. Crucially, it provides cross-cultural perspectives showing how cultural and contextual factors may intertwine with TSI-EF interactions.

Executive functions in children and adolescents with hearing loss: A systematic review of case-control, case series, and cross-sectional studies

Introduction. Children with hearing loss have been reported to perform lower in executive function and language tasks than their normal-hearing peers. Objective. To describe EF performance profile in children and adolescents with hearing loss. Method. Using different databases including PubMed, Scopus, and ScienceDirect, we conducted a systematic review of case-control, cross-sectional studies, and case series that evaluated executive function performance in children and adolescents with hearing loss with or without hearing aids, cochlear implants, and/or native sign language, since 2000 until April 2020. Fifteen studies were selected after quality assessment using Critical Appraisal Tools provided by Joanna Briggs Institute. Results. The studies differed in the assessment tools, and the results obtained by different authors were inconsistent. However, these studies revealed that children and adolescents with hearing impairment have lower performance in working memory, inhibition, cognitive flexibility, and attention than their normal-hearing peers. Discussion and conclusion. Executive function assessment tools are used indistinctively for both children with and without hearing loss. Consequently, as tools were designed for normal hearing population, results can significantly vary in the population with hearing impairment. Hence, it is important to establish a standardized protocol specifically adapted for this population.

CENTRAL SYSTOLIC PRESSURE AND EXECUTIVE FUNCTION IN CHILDREN AND ADOLESCENTS WITH PRIMARY AND SECONDARY HYPERTENSION

Objective: The aims of the present study were to assess executive function performance in children and adolescents with primary and secondary hypertension and to investigate for associations with central systolic pressure and mean ambulatory blood pressure (BP) levels. Design and method: The study population included 46 pediatric patients with secondary hypertension, and 46, age and sex matched, patients with primary hypertension who underwent ambulatory BP monitoring, pulse wave analysis, and assessment of executive function using Behavior Rating Inventory of Executive Function (parent version, BRIEF, and self-reported version, BRIEF SR). Results: Patients with secondary hypertension had higher T scores in BRIEF parent metacognition (MI) (51.19 ± 8.92 vs. 47.56 ± 7.49, p < 0.05), and BRIEF-SR MI scales (49.62 ± 9.08 vs. 42.09 ± 7.88, p = 0.001) compared to primary hypertensives. The groups did not differ in means of BRIEF parent and BRIEF-SR Behavior Regulation Index (BRI) T scores, as well as day and night mean arterial pressure (MAP) z scores, prevalence of ambulatory hypertension, and pulse wave velocity (PWV) z score. However, those with secondary hypertension tented to have higher central systolic pressure (cSP) z scores (p = 0.053), and lower body mass index (BMI) z score (p < 0.001). In the ANCOVA analysis cSP z score was associated with BRIEF parent MI (B = 0.95, 95%CI 0.02–1.87, p < 0.05), and BRI T scores (B = 1.14, 95%CI 0.07–2.21, p < 0.05), and BRIEF-SR MI T score (B = 1.481, 95%CI 0.393–2.569, p < 0.05), independent of night MAP z score, age, sex, SES, hypertension group (primary/secondary), and antihypertensive treatment (yes/no). Conclusions: Central systolic pressure associates with executive function performance in hypertensive youth independent of hypertension etiology and seems to have pivotal role in the lower metacognition scores in the secondary hypertension group.

Dogs\u2019 insensitivity to scaffolding behaviour in an A-not-B task provides support for the theory of natural pedagogy

Executive function plays a critical role in regulating behaviour. Behaviour which directs attention towards the correct solution leads to increased executive function performance in children, but it is unknown how other animals respond to such scaffolding behaviour. Dogs were presented with an A-not-B detour task. After learning to go through gap A to obtain the reward, the barrier was reversed, and the dogs had to inhibit their learned response and enter through gap B on the opposite side. Failure to do so is known as the perseveration error. In test trials, dogs taking part in one of two scaffolding conditions, a pointing condition, where the experimenter pointed to the new gap, and a demonstration condition, where the experimenter demonstrated the new route, were no less likely to commit the perseveration error than dogs in a control condition with no scaffolding behaviour. Dogs’ lack of responsiveness to scaffolding behaviour provides little support for suggestions that simple social learning mechanisms explains scaffolding behaviour in humans. Instead, our results suggest that the theory of natural pedagogy extends to the development of executive function in humans. This suggests that human children’s predisposition to interpret ostensive-communicative cues as informative may be an innate, species-specific adaptation.

Exploring Idiographic Approaches to Children's Executive Function Performance: An Intensive Longitudinal Study.

Traditional variable-centered research on executive functions (EFs) often infers intraindividual development using group-based averages. Such a method masks meaningful individuality and involves the fallacy of equating group-level data with person-specific changes. We used an intensive longitudinal design to study idiographic executive function fluctuation among ten boys from Grade 4. Each of the participants completed between 33 and 43 measurement occasions (M = 38.8) across approximately three months. Data were collected remotely using a computerized short version of the Dimensional Change Card Sort task. Multi-group analyses of three participant pairs (Participants 5 and 3, 5 and 2, and 5 and 6) demonstrated that Participant 5 differed from Participants 3 and 2 in different ways but Participants 5 and 6 were similar in all comparisons. Dynamic structural equation modeling demonstrated unique individual trajectories, which were not represented by the trajectory of group-averages. Although more than half of the participants showed a negative association between EFs and inattention, two participants showed a positive association between EF and inattention. This study demonstrated meaningful person-specific trajectories of EFs, suggesting that future study should undertake the analysis of individual development before data-aggregation or generalization from aggregate statistics to individuals.

Central SBP and executive function in children and adolescents with primary and secondary hypertension.

The aims of the study were to assess executive function performance in children and adolescents with primary and secondary hypertension, and to investigate for associations with central SBP and ambulatory blood pressure. Forty-six pediatric patients with secondary hypertension because of kidney diseases and 46 patients with primary hypertension underwent ambulatory blood pressure monitoring, pulse wave analysis, and assessment of executive function using Behavior Rating Inventory of Executive Function. Results for comparisons are presented as mean (SD). Analysis of covariance was performed to examine the effect of blood pressure parameters and hypertension cause. Patients with secondary hypertension had higher T scores in parent and self-reported Metacognition Indices compared with those with primary hypertension (51.2 ± 8.9 vs. 47.6 ± 7.5, P = 0.05 and 49.6 ± 9.1 vs. 42.1 ± 7.9, P = 0.001, respectively), but did not differ in Behavior Regulation Index T scores, as well as in mean arterial pressure z-score. Patients with secondary hypertension had higher central SBP z-scores (P = 0.05). Adjustment for central SBP attenuated differences in parent Metacognition Index between groups. Central SBP z-score associated with parent Metacognition (B = 0.95, 95% CI 0.02-1.87), Behavior Regulation (B = 1.14, 95% CI 0.07-2.21), and self-reported Metacognition Indices T scores (B = 1.48, 95% CI 0.39-2.56), independent of mean arterial pressure z-score, age, sex, socioeconomic status, hypertension cause, and antihypertensive treatment. Central SBP associates with executive function performance in youth with hypertension and could have complementary role to ambulatory blood pressure for identifying children at risk for adverse cognitive outcomes.

Impact of ambulatory SBP and overweight on executive function performance in children and adolescents.

Neurocognitive impairment has recently emerged as a hypertensive target organ damage in children and adolescents. In the present study, we aimed to examine the effect of hypertension and overweight on executive function performance in youth. The study population included 116 consecutive children and adolescents referred to our outpatient hypertension clinic who underwent ambulatory blood pressure monitoring (ABPM) and assessment of executive function by Behavior Rating Inventory of Executive Function (BRIEF). Children and adolescents with hypertension presented higher T scores in shift sub-scale of Behavior Regulation Index (BRI) compared with normotensives. Participants with hypertension in the ABPM also presented higher T scores in subscales of metacognition (metacognition index). Night-time SBP correlated with BRI (r = 0.21, P < 0.05) and metacognition index (r = 0.19, P < 0.05) composite scales. BMI z score also correlated with BRI (r = 0.28, P < 0.005) and metacognition index (r = 0.22, P < 0.05) scales. The associations of night-time SBP with monitor and plan/organize subscales of metacognition index remained significant after adjustment for BMI z score and socioeconomical status. However, the associations of BMI z score with monitor scale was found to be mediated by night-time SBP. In ROC curve analysis, only night-time SBP could predict impaired performance in monitor and plan/organize scales (AUC 0.68 and 0.70, respectively). Night-time SBP may predict a poor performance in domains of executive function in youth. Although overweight/obese status was negatively associated with executive performance, mediation analysis showed that not obesity per se, but BP exerted negative impact on executive performance.

The effects of fantastical television content on Chinese preschoolers' executive function.

Literature has indicated the mixed impact of television content on the executive function (EF) of preschoolers. This study investigated the short-term impact of TV fantastical events on children's EF performance and whether these impacts were different between boys and girls. This study included 143 preschoolers (Mage  = 5.88 years, SDage  = 0.32 years) and their parents. Participating children were randomly assigned to three groups to watch cartoons of high-fantasy, mid-fantasy, and low-fantasy, and then requested to perform on a series of EF tasks. The results revealed the nonlinear pattern for the effects of fantasy on inhibitory control and cognitive flexibility. Specifically, children in the mid-fantasy group did worst on inhibitory control and cognitive flexibility and no significant group differences were found in working memory. However, no conclusive evidence existed to prove the moderating role of gender on the relationship between fantastical events and EF. Finally, the implications of the findings and future directions are discussed.

The role of resting-state EEG localized activation and central nervous system arousal in executive function performance in children with Attention-Deficit/Hyperactivity Disorder

ObjectiveThis study explored the relationships between resting-state electroencephalogram (RS-EEG) localized activation and two important types of executive functions (EF) to extend the prognostic utilization of RS-EEG in children with Attention-Deficit/Hyperactivity Disorder (AD/HD). Also, the role of central nervous system (CNS) arousal in the relationships was examined. MethodsFifty-eight children with AD/HD participated in the study. RS-EEG localized activation was derived from spectral power differences between EEG in eyes-closed and eyes-open conditions. CNS arousal was measured based on alpha band power. Common and everyday EF scores were obtained as EF outcomes. ResultsFrontal delta activation predicted common EF ability and posterior alpha activation predicted everyday EF. A serial mediation analysis found that lower CNS baseline arousal was related to greater arousal and delta activation in series, which in turn related to worse common EF. A follow-up study found that baseline arousal was related to larger interference cost. ConclusionsRS-EEG is indicative of individual differences in two important types of EF in children with AD/HD. Lower CNS arousal may be a driving force for the poorer common EF performance. SignificanceThe current study supports prognostic utilization of RS-EEG and AD/HD models that take resting brain activity into consideration in children with AD/HD.

The role of EEG localized activation and CNS arousal in executive function performance in children with AD/HD

The role of EEG localized activation and CNS arousal in executive function performance in children with AD/HD

Randomized controlled trial of a web-based multi-modal therapy program for executive functioning in children and adolescents with unilateral cerebral palsy

Purpose state: Determine the efficacy of Move-it-to-improve-it (Mitii™), a multi-modal web-based program, in improving Executive Function (EF) in children with unilateral cerebral palsy (UCP).Method: Participants (n = 102) were matched in pairs then randomized to: intervention (Mitii™ for 20 weeks; n = 51; 26 males; mean age = 11 years 8 months (SD = 2 years 4 months); Full Scale IQ = 84.65 (SD = 15.19); 28 left UCP; GMFCS-E&R (I = 20, II = 31) or waitlist control (n = 50; 25 males; mean age = 11 years 10 months (SD = 2 years 5 months); Full Scale IQ = 80.75 (SD = 19.81); 20 left UCP; GMFCS-E&R (I = 25, II = 25). Mitii™ targeted working memory (WM), visual processing (VP), upper limb co-ordination and physical activity. EF capacity was assessed: attentional control (DSB; WISC-IV); cognitive flexibility (inhibition and number-letter sequencing DKEFS); goal setting (D-KEFs Tower Test); and information processing (WISC-IV Symbol Search and Coding). EF performance was assessed via parent report (BRIEF). Groups were compared at 20 weeks using linear regression (SPSS 21).Results: There were no significant between group differences in attentional control (DSB; p = 0.20;CI= −0.40,1.87); cognitive flexibility (Inhibition, p = 0.34; CI= −0.73,2.11; number/letter sequencing, p = 0.17; CI= −0.55,2.94); problem solving (Tower; p = 0.28; CI= −0.61,2.09), information processing (Symbol; p = 0.08; CI= −0.16, 2.75; Coding; p = 0.07; CI= −0.12,2.52) or EF performance (p = 0.13; CI= −10.04,1.38).Conclusion:In a large RCT, MitiiTM did not lead to significant improvements on measures of EF or parent ratings of EF performance in children with UCP.Implications for rehabilitationA large RCT of the multi-modal web based training; Move It to Improve It (MitiiTM) improves motor processing, visual perception, and physical capacity but does demonstrate statistically significant improvements or clinical significance in executive function in children with mild to moderate unilateral cerebral palsy (UCP).MitiiTM training completed by an intervention group was highly variable with few children reaching the target dosage of 60 h. Technical issues including server and internet connectively problems lead to disengagement with the program.Web-based training delivered in the home has the potential to increase therapy dose and accessibility, however, MitiiTM needs to be tailored to include tasks involving goal-setting, more complex problem solving using multi-dimensional strategies, mental flexibility, switching between two cognitively demanding tasks, and greater novelty in order to increase the cognitive component and challenge required to drive changes in EF.

Baroreflex sensitivity during rest and executive functioning in attention-deficit/hyperactivity disorder. The TRAILS study

Children with attention-deficit/hyperactivity disorder (ADHD) often show executive function (EF) problems and neurophysiological hypoarousal. Baroreceptor activation, as part of the baroreflex short-term blood pressure regulatory mechanism, has been linked to cortical inhibition and attenuated cognitive-attentional functioning. We investigated the hypothesis that higher resting baroreflex sensitivity (BRS) predicts poorer EF performance in children with ADHD. EF measures of speed and accuracy were regressed upon resting BRS in 10–12-year-old children with ADHD from a clinic-referred sample (n=181) and healthy (n=194) and clinic-referred (n=260) comparison samples. Resting BRS was positively associated with poorer EF performance (e.g., response variability, working memory, response inhibition), especially in ADHD combined type, boys, and unmedicated children. Comparison samples partly suggested negative associations. We conclude that higher resting BRS is related to poorer cognitive performance in children with ADHD. Findings suggest afferent influences of the body's visceral state on higher-order cognitive functioning and imply energetic state dysregulation in ADHD.

The Relationship Between Physical Activity and Executive Function Performance in Children With Attention-Deficit Hyperactivity Disorder

Children with attention-deficit hyperactivity disorder (AD/HD) consistently perform worse on executive function (EF) tasks relative to those without AD/HD. Physical activity has a small effect on cognition in children and may be particularly beneficial for children with AD/HD by impacting fundamental EF deficiencies that characterize this disorder. The purpose of this study was to explore the extent to which physical activity is associated with EF in children with AD/HD. Eighteen boys (M age = 10.61, SD = 1.50) with AD/HD were recruited to complete four EF tasks. Physical activity was measured with an accelerometer that provided daily minutes of moderate-to-vigorous intensity physical activity; this measure was a significant predictor of performance on the Tower of London planning task, adjusted R² = .28, F(1, 16) = 7.61, p < .05, and was positively associated with other EF measures. These results suggest that higher physical activity is associated with better EF performance in AD/HD children.

Behavioural Assessment of the Dysexecutive Syndrome for Children (BADS-C): An examination of construct validity

Children's success with participating in life depends heavily on intact executive function (EF) skills. The Behavioural Assessment of the Dysexecutive Syndrome for Children (BADS-C) was developed to address the need for a standardised ecologically valid test of children's EF performance. This study aimed to establish the construct validity of the BADS-C in relation to socio-demographic parameters. Participants were 208 Israeli children, aged 8–15 years, who were divided into three age groups (8 years to 9 years and 11 months; 10 years to 11 years and 11 months; 12 to 15 years) and tested with the BADS-C. The older age groups achieved significantly better scores than the younger groups. No significant differences were found between genders in any of the BADS-C scores. Similar results were found for familial socio-economic status and parents' education. Construct validity was demonstrated for the BADS-C by providing a profile for different age groups. Additional studies are needed to examine further the validity and reliability of the BADS-C and the relationships between socio-demographic factors and EF.

Dopamine transporter 3'UTR VNTR genotype is a marker of performance on executive function tasks in children with ADHD

BackgroundAttention-Deficit/Hyperactivity Disorder (ADHD) is a heterogeneous disorder from both clinical and pathogenic viewpoints. Executive function deficits are considered among the most important pathogenic pathways leading to ADHD and may index part of the heterogeneity in this disorder.MethodsTo investigate the relationship between the dopamine transporter gene (SLC6A3) 3'-UTR VNTR genotypes and executive function in children with ADHD, 196 children diagnosed with ADHD were sequentially recruited, genotyped, and tested using a battery of three neuropsychological tests aimed at assessing the different aspects of executive functioning.ResultsTaking into account a correction for multiple comparisons, the main finding of this study is a significant genotype effect on performances on the Tower of London (F = 6.902, p = 0.009) and on the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) Freedom From Distractibility Index (F = 7.125, p = 0.008), as well as strong trends on Self Ordered Pointing Task error scores (F = 4,996 p = 0.026) and WISC-III Digit Span performance (F = 6.28, p = 0.023). Children with the 9/10 genotype exhibited, on average, a poorer performance on all four measures compared to children with the 10/10 genotype. No effect of genotype on Wisconsin Card Sorting Test measures of performance was detected.ConclusionResults are compatible with the view that SLC6A3 genotype may modulate components of executive function performance in children with ADHD.

Executive Functions in Boys with ADHD: One or Many?

Executive Functions in Boys with ADHD: One or Many?Robin S. Codding, Lawrence J. Lewandowski and Michael GordonRobin S. Codding1. Department of Psychology, Syracuse UniversitySearch for more papers by this author, Lawrence J. Lewandowski2. Department of Psychology, Syracuse UniversitySearch for more papers by this author and Michael Gordon3. Department of Psychiatry at the SUNY Upstate Medical Center, Syracuse, NY.Search for more papers by this authorPublished Online:May 2005https://doi.org/10.1521/adhd.11.1.7.22999PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations AboutReferencesAchenbach , T. M. (1991). Manual for the child behavior checklist/4–18 and 1991 profile. Burlington, VT: University of Vermont Department of Psychiatry. Google ScholarAmerican Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. Google ScholarBarkley , R. A. (1997a). ADHD and the nature of self-control. New York: Guilford Press. Google ScholarBarkley , R. A. (1997b). Attention deficit hyperactivity disorder, self-regulation, and time: Toward a more comprehensive theory. Developmental and Behavioral Pediatrics, 18, 271–279. Google ScholarBarkley , R. A. (1997c). Behavioral inhibition, sustained attention, and executive functions: Construction a unifying theory of ADHD. Psychological Bulletin, 121, 65–94. Crossref, Google ScholarBarkley , R. A. (1998). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (2nd ed.). New York: Guilford Press. Google ScholarBarkley , R. A., Grodzinsky, G., & DuPaul, G. J. (1992). Frontal lobe functions in attention deficit disorder with and without hyperactivity: A review and research report. Journal of Abnormal Child Psychology, 20, 163–188. Crossref, Google ScholarGadow , K. D., & Sprafkin, J. (1997). ADHD symptom checklist—4 manual. Stony Brook, NY: Checkmate Plus, LTD. Google ScholarHollingshead , A. B. (1975). Four factor index of social status. New Haven, CT: Department of Sociology, Yale University. Google ScholarIsquith , P. K., & Gioia, G. A. (August, 1999). The Nature of Executive Function in ADHD. Paper presented at the Annual Convention of the American Psychological Association, Boston, MA. Google ScholarKasius , M. C., Ferdinand, R. F., van den Berg, H., & Verhulst, F. C. (1997). Associations between different diagnostic approaches for child and adolescent psychopathology. Journal of Child Psychology & Psychiatry & Allied Disciplines, 38 (6), 625–632. Crossref, Google ScholarKempton , S., Vance, A., Maruff, P., Luk, E., Costin, J., & Pantelis, C. (1999). Executive function and attention deficit hyperactivity disorder: Stimulant medication and better executive function performance in children. Psychological Medicine, 29, 527–538. Crossref, Google ScholarKlorman , R., Hazel-Fernandez, L. A., Shaywitz, S. E., Fletcher, J. M., Marchione, K. E., Holahan, J. M., Stuebing, K. K., & Shaywitz, B. A. (1999). Executive functioning deficits in attention-deficit/hyperactivity disorder are independent of oppositional defiant or reading disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 1148–1155. Crossref, Google ScholarOosterlaan , J., & Sergeant, J. A. (1998). Response inhibition and response re-engagement in attention-deficit/hyperactivity disorder, disruptive, anxious and normal children. Behavioral Brain Research, 94, 33–43. Crossref, Google ScholarPennington , B. F., & Ozonoff, S. (1996). Executive function and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37, 51–87. Crossref, Google ScholarSchweitzer , J. B., & Sulzer-Azaroff, B. (1995). Self-control in boys with attention deficit hyperactivity disorder: Effects of added stimulation and time. Journal of Child Psychology and Psychiatry, 36, 671–686. Crossref, Google ScholarVaughn , M. L., Riccio, C. A., Hynd, G. W., & Hall, J. (1997). Diagnosing ADHD (predominantly inattentive and combined type subtypes): Discriminant validity of the Behavior Assessment System for Children and the Achenbach Parent and Teacher Rating Scales. Journal of Clinical Child Psychology, 26(4), 349–357. Crossref, Google ScholarWinsler , A. (1998). Parent–child interaction and private speech in boys with ADHD. Applied Developmental Science, 2, 17–39. Crossref, Google Scholar Previous article Next article FiguresReferencesRelatedDetails Cited byCited by1. Attention deficit hyperactivity disorder (ADHD) part one: a review of the literatureOnline publication date: Go to citation Crossref Google Scholar Volume 11Issue 1Feb 2003 Information© Guilford PressPDF download

Executive function and adhd: Stimulant medication and better executive function performance in children

Objective: Executive function deficits have been repeatedly reported in children with Attention Deficit Hyperactivity Disorder (ADHD). Importantly, stimulant medication has been shown to be effective in improving cognitive performance on most executive function tasks. However, neuropsychological tests used to measure executive function in this population have yielded inconsistent results. Methodological limitations, including the use of paper and pencil tasks, may explain these inconsistencies. This study aims to measure executive function in medicated and non-medicated children with ADHD by using a computerised battery, the Cambridge Neuropsychological Test Automated Battery (CANTAB). The CANTAB has previously proved sensitive to executive function deficits in older patients with neurological impairments that are fronto-striatal in nature.Methods: Executive function was assessed in 66 children with ADHD: 40 were stimulant medication naive and 26 were treated with stimulant medication. These two groups we...

Executive function in preschoolers: Links with theory of mind and verbal ability

Fifty preschool children (mean age 3:11 years) took part in an investigation of the relations between children's executive function performance, their understanding of mind and their language skills. The study demonstrates the feasibility of testing rudimentary executive function skills among preschoolers, using an original battery of tasks. The results were consistent with those from studies of older children (e.g. Welsh, Pennington &amp; Groisser, 1991), in that three aspects of executive function were distinguished: working memory, attentional flexibility and inhibitory control. In addition, specific links were found between executive function and theory‐of‐mind performance, even when age and both verbal and non‐verbal ability were taken into account. In particular, children's deceptive abilities were closely related to success on tests of inhibitory control. The implications of these results for our understanding of deceit are discussed.