Executive function impairments in children with attention-deficit hyperactivity disorder: do they differ between...

Area of Science:

• Child Psychology
• Neurodevelopmental Disorders
• Clinical Assessment

Background:

• Attention-deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder.
• Executive function (EF) deficits are commonly associated with ADHD.
• Discrepancies in parent and teacher reports of child behavior can impact diagnosis and treatment.

Purpose of the Study:

• To compare parent and teacher reports of executive function (EF) in children diagnosed with ADHD using the Behavior Rating Inventory of Executive Function (BRIEF).
• To identify which EF domains best predict ADHD symptoms from parent and teacher perspectives.

Main Methods:

• Secondary data analysis of 240 children (aged 5-15) with ADHD from a Toronto psychiatric program.
• Comparison of parent and teacher ratings on the BRIEF.
• Logistic binary regressions used to predict ADHD symptom severity based on EF ratings.

Main Results:

• Teachers reported significantly more varied and severe EF impairments than parents.
• Teachers identified inhibition, organization of materials, and planning/organizing as key predictors of ADHD symptoms.
• Parents identified inhibition, working memory, and planning/organizing as primary risk factors for ADHD symptoms.

Conclusions:

• Executive function impairments, particularly in inhibition, are central to the behavioral manifestations of ADHD.
• Parent and teacher perceptions of EF deficits in children with ADHD can differ significantly.
• Integrating both parent and teacher perspectives is essential for comprehensive understanding and effective treatment of ADHD.