scholarly journals Executive Function in Children with Attention Deficit/ Hyperactivity Disorder

10.5772/60669 ◽  
2015 ◽  
Author(s):  
Akira Yasumura ◽  
Masumi Inagaki
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Attention Deficit ◽  
Hyperactivity Disorder

scholarly journals Executive Function Associated to Symptoms of Attention Deficit Hyperactivity Disorder and Paediatric Bipolar Disorder

2015 ◽  
Vol 28 (3) ◽  
pp. 544-553 ◽  
Author(s):  
Eva Angelina Araujo Jiménez ◽  
María Claustre Jané Ballabriga ◽  
Albert Bonillo Martin ◽  
Francisco Javier Arrufat
Keyword(s):  
Bipolar Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
Paediatric Bipolar Disorder

Validity of the Executive Function Theory of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

2005 ◽  
Vol 57 (11) ◽  
pp. 1336-1346 ◽  
Author(s):  
Erik G. Willcutt ◽  
Alysa E. Doyle ◽  
Joel T. Nigg ◽  
Stephen V. Faraone ◽  
Bruce F. Pennington
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Attention Deficit ◽  
Function Theory ◽  
Hyperactivity Disorder ◽  
Analytic Review

scholarly journals Executive Function in Children with Attention Deficit/Hyperactivity Disorder: The NIH EXAMINER Battery

2013 ◽  
Vol 20 (1) ◽  
pp. 41-51 ◽  
Author(s):  
Jane E. Schreiber ◽  
Katherine L. Possin ◽  
Jonathan M. Girard ◽  
Celiane Rey-Casserly
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Executive Function ◽  
Cognitive Control ◽  
Attention Deficit ◽  
Memory Performance ◽  
Parent Report ◽  
Learning Problems ◽  
Children With Adhd ◽  
Hyperactivity Disorder

AbstractTheories of attention deficit/hyperactivity disorder (ADHD) increasingly highlight the role of neuropsychological impairment in ADHD; however, a consistent and identifiable pattern of performance on tests is not well established. The National Institutes of Health (NIH) Executive Abilities: Measures and Instruments for Neurobehavioral Evaluation and Research (EXAMINER) battery provides measures of common variance across multiple executive function tests within specific domains and was used to characterize which executive functions are most affected in children with ADHD. Thirty-two children (24 male), ages 8–15 years (M = 12.02; SD = 2.29), diagnosed with ADHD and no comorbid disorder completed the NIH EXAMINER battery. Sixty age and gender matched healthy controls were chosen from a database of participants enrolled in the NIH EXAMINER multi-site study. Children with ADHD performed worse on the working memory score compared with the controls. No differences were found on the cognitive control or fluency scores. For children with ADHD, poorer working memory performance predicted parent report of child learning problems. Cognitive control and fluency scores did not predict learning problems. In summary, working memory emerges as a primary impairment in children with ADHD who have no comorbid disorders. Furthermore, working memory weaknesses may underlie the academic problems often seen in children with ADHD. (JINS, 2013, 19, 1–11)

Early Development of Executive Function: A Problem-Solving Framework

1997 ◽  
Vol 1 (2) ◽  
pp. 198-226 ◽  
Author(s):  
Philip David Zelazo ◽  
Alice Carter ◽  
J. Steven Reznick ◽  
Douglas Frye
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Problem Solving ◽  
Theory Of Mind ◽  
Early Development ◽  
Attention Deficit ◽  
Review Of The Literature ◽  
Childhood Onset ◽  
Hyperactivity Disorder

Executive function (EF) accounts have now been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria), and EF has been linked to the development of numerous abilities (e.g., attention, rule use, theory of mind). However, efforts to explain behavior in terms of EF have been hampered by an inadequate characterization of EF itself. What is the function that is accomplished by EF? The present analysis attempts to ground the construct of EF in an account of problem solving and thereby to integrate temporally and functionally distinct aspects of EF within a coherent framework. According to this problem-solving framework, EF is a macroconstruct that spans 4 phases of problem solving (representation, planning, execution, and evaluation). When analyzed into subfunctions, macroconstructs such as EF permit the integration of findings from disparate content domains, which are often studied in isolation from the broader context of reasoning and action. A review of the literature on the early development of EF reveals converging evidence for domain-general changes in all aspects of EF.

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