Executive Dysfunction in School-Age Children With ADHD
Executive Dysfunction in School-Age Children With ADHD
复制标题
DOI：
10.1177/1087054710370935
复制
发表时间：
2011-11-01
影响因子：
3
通讯作者：
Thomsen, Per Hove
中科院分区：
文献类型：
--
作者：
Lambek, Rikke;Tannock, Rosemary;Thomsen, Per Hove
目的：本研究旨在探讨学龄儿童（7至14岁）ADHD的执行功能缺陷（EFD）。方法：将诊断为ADHD的儿童临床样本（n = 49）与8项执行功能（EF）测量的人群样本（n = 196）进行比较。然后，EFD在临床和非临床儿童的患病率进行了检查，在个人层面上根据以前应用的三种方法来定义EFD，和第四种方法包括控制年龄对性能的影响。结果：在组水平上，ADHD儿童的EF指标比非ADHD儿童的EF指标明显受损。然而，只有大约50%的ADHD儿童被发现在个体水平上有EFD，并且在用于定义EFD的方法中，结果似乎相对稳健。结论：作为一个群体，ADHD儿童表现出更多的问题，在神经心理学措施的EF比非临床儿童，在个人层面上，出现了异质性的EF损害。(J.的AT。2011; 15（8）646-655）
Objective: The study examined executive function deficits (EFD) in school-age children (7 to 14 years) with ADHD. Method: A clinical sample of children diagnosed with ADHD (n = 49) was compared to a population sample (n = 196) on eight executive function (EF) measures. Then, the prevalence of EFD in clinical and non-clinical children was examined at the individual level according to three methods previously applied to define EFD, and a fourth method was included to control for the effect of age on performance. Results: Children with ADHD were significantly more impaired on measures of EF than children without ADHD at the group level. However, only about 50% of children with ADHD were found to have EFD at the individual level, and results appeared relatively robust across methods applied to define EFD. Conclusion: As a group, children with ADHD displayed more problems on neuropsychological measures of EF than non-clinical children; at the individual level, there appeared to be heterogeneity in EF impairment. (J. of Att. Dis. 2011; 15(8) 646-655)