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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
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Combined type versus ADHD predominantly hyperactive-impulsive type: is there a difference in functional impairment?

Catherine Riley1, George J DuPaul, Mary Pipan

  • 1Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Stony Brook University Medical Center, Stony Brook, New York 11794-8111, USA. csrpeds@yahoo.com

Journal of Developmental and Behavioral Pediatrics : JDBP
|May 6, 2008
PubMed
Summary

Preschool children with attention-deficit/hyperactivity disorder predominantly hyperactive-impulsive type (ADHD-HI) and ADHD combined type (ADHD-C) show similar functional impairments. This suggests ADHD-HI may be an early form of ADHD-C, not a distinct subtype.

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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Pediatric Psychiatry

Background:

  • Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children.
  • ADHD presents in different subtypes, including predominantly hyperactive-impulsive type (ADHD-HI) and combined type (ADHD-C).
  • Understanding functional impairments across subtypes is crucial for targeted interventions.

Purpose of the Study:

  • To compare functional impairment levels in preschool children diagnosed with ADHD-HI versus ADHD-C.
  • To assess differences in externalizing behaviors, internalizing behaviors, social skills, and preacademic functioning between ADHD subtypes.

Main Methods:

  • 102 preschool children (3-5 years) meeting DSM-IV criteria for ADHD were evaluated.
  • Functional domains assessed included oppositional/disruptive behaviors, anxious behaviors, social skills, and preacademic functioning.
  • Multiple measures were used, including parent/teacher rating scales, direct behavioral observation, and standardized achievement tests.

Main Results:

  • No significant differences were found between ADHD-HI and ADHD-C groups in parent or teacher-reported oppositional and anxious behaviors.
  • Direct observations revealed no significant differences in off-task or disruptive behaviors during play.
  • Social skills and preacademic functioning also showed no significant differences between the ADHD subtypes.

Conclusions:

  • Preschool children with ADHD-HI and ADHD-C exhibit comparable functional impairment across key developmental domains.
  • Findings suggest ADHD-HI may represent an earlier manifestation of ADHD-C rather than a distinct clinical subtype.
  • This supports a potential developmental continuum for ADHD subtypes.