scholarly journals Response Inhibition and Emotional Regulation in the Patients with Attention-Deficit/Hyperactivity Disorder and Comorbidity of Disruptive, Impulse-Control, and Conduct Disorders

2019 ◽  
Vol 16 (11) ◽  
pp. 872-874 ◽  
Author(s):  
Xixi Jiang ◽  
Yuncheng Zhu ◽  
Yiru Fang
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Response Inhibition ◽  
Attention Deficit ◽  
Emotional Regulation ◽  
Impulse Control ◽  
Conduct Disorders ◽  
Hyperactivity Disorder

scholarly journals Cognitive control and emotional response in attention-deficit/ hyperactivity disorder comorbidity with disruptive, impulse-control, and conduct disorders

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yuncheng Zhu ◽  
Li Liu ◽  
Daoliang Yang ◽  
Haifeng Ji ◽  
Tianming Huang ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Control ◽  
Attention Deficit ◽  
Impulse Control ◽  
Emotional Response ◽  
Emotional Functioning ◽  
Conduct Disorders ◽  
Adhd Group ◽  
Emotional Stroop ◽  
Hyperactivity Disorder

Abstract Background This study investigated cognitive and emotional functioning in children and adolescents with attention-deficit/hyperactivity disorder (ADHD) and disruptive, impulse-control, and conduct disorders (DICCD). Methods Thirty patients with ADHD, 26 with DICCD, 22 with ADHD+DICCD were recruited from the outpatient department of Shanghai Changning Mental Health Center, plus 20 healthy controls (HC). Differences between the groups in cognitive and emotional functioning were examined using Golden’s Stroop and Emotional Stroop tests. For Emotional Stroop Mean reaction time (RT) of positive word (POS) and negative word (NEG) with color congruence (C) or incongruence (I) were recorded as POS-C, POS-I, NEG-C and NEG-I, respectively. Results For Golden’s interference scores (IGs), both errors and RTs in the ADHD group were higher than in the other groups. Longer mean RTs of POS-C, POS-I, NEG-C and neural word (NEU) of the ADHD group, and NEG-I of ADHD+DICCD and DICCD groups were observed compared to HC. After 12 weeks of methylphenidate treatment, differences between ADHD subgroups and HC on Golden’s Stroop RT disappeared, but differences in Golden’s Stroop errors and Emotional Stroop mean RTs remained. The ADHD+DICCD group showed longer mean RTs in NEG-C, NEG-I and NEU of the Emotional Stroop test than the ADHD group. Conclusions Our study shows that regardless of emotional responding, deficit in cognitive control is the core symptom of ADHD. However, emotionally biased stimuli may cause response inhibitory dysfunction among DICCD with callous-unemotional traits, and the comorbidity of ADHD and DICCD tends to account for the negative emotional response characteristic of DICCD. These deficits may be eliminated by medication treatment in ADHD, but not the ADHD with comorbid DICCD. Our results support the notion that ADHD with comorbid DICCD is more closely related to DICCD than to ADHD.

scholarly journals Polygenic association between attention-deficit/hyperactivity disorder liability and cognitive impairments

2021 ◽  
pp. 1-9 ◽  
Author(s):  
Isabella Vainieri ◽  
Joanna Martin ◽  
Anna-Sophie Rommel ◽  
Philip Asherson ◽  
Tobias Banaschewski ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Reaction Time ◽  
Response Inhibition ◽  
Attention Deficit ◽  
Random Effect ◽  
Risk Scores ◽  
Time Variability ◽  
Attention Regulation ◽  
Hyperactivity Disorder ◽  
Meta Analyses

Abstract Background A recent genome-wide association study (GWAS) identified 12 independent loci significantly associated with attention-deficit/hyperactivity disorder (ADHD). Polygenic risk scores (PRS), derived from the GWAS, can be used to assess genetic overlap between ADHD and other traits. Using ADHD samples from several international sites, we derived PRS for ADHD from the recent GWAS to test whether genetic variants that contribute to ADHD also influence two cognitive functions that show strong association with ADHD: attention regulation and response inhibition, captured by reaction time variability (RTV) and commission errors (CE). Methods The discovery GWAS included 19 099 ADHD cases and 34 194 control participants. The combined target sample included 845 people with ADHD (age: 8–40 years). RTV and CE were available from reaction time and response inhibition tasks. ADHD PRS were calculated from the GWAS using a leave-one-study-out approach. Regression analyses were run to investigate whether ADHD PRS were associated with CE and RTV. Results across sites were combined via random effect meta-analyses. Results When combining the studies in meta-analyses, results were significant for RTV (R2 = 0.011, β = 0.088, p = 0.02) but not for CE (R2 = 0.011, β = 0.013, p = 0.732). No significant association was found between ADHD PRS and RTV or CE in any sample individually (p > 0.10). Conclusions We detected a significant association between PRS for ADHD and RTV (but not CE) in individuals with ADHD, suggesting that common genetic risk variants for ADHD influence attention regulation.

Social Functioning, Interpersonal Difficulties, Social Deficits, and Social Skills Training in ADHD

2021 ◽  
pp. 196-210
Author(s):  
Vaishali S. Chaudhari
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Social Skills ◽  
Social Functioning ◽  
Attention Deficit ◽  
Emotional Regulation ◽  
Social Skills Training ◽  
Skills Training ◽  
Social Deficits ◽  
Hyperactivity Disorder ◽  
Interpersonal Difficulties

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common behavioral disorders of childhood. Children with ADHD exhibit developmentally inappropriate levels of inattention, impulsivity, and/or motor activity. Attention-deficit/hyperactivity disorder (ADHD) is one of the most frequent mental disorders affecting children. ADHD also affects many adults. Symptoms of ADHD include inattention, hyperactivity, and impulsivity. ADHD may also negatively affect the learning environment in children's homes. This chapter talks about social functioning, social deficits, interpersonal difficulties, and social skills training in ADHD. Individuals with ADHD have problems in the areas of peer interaction, emotional regulation, and pro-social behaviours. These social problems are associated with a greater risk for developing problems later in life.

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