Error and feedback processing in children with ADHD and children with Autistic Spectrum Disorder: an EEG
Yvonne Groen1, Albertus A Wijers, Lambertus J M Mulder
1Department of Psychiatry, University Medical Center Groningen, University of Groningen, P.O. Box 660, 9700 AR Groningen, The Netherlands. y.groen@accare.nl
Objective:
Performance monitoring was investigated in typically developing (TD) children, children with Autistic Spectrum Disorder (ASD), and Methylphenidate (Mph)-treated and medication-free children with Attention Deficit Hyperactivity Disorder (ADHD).
Methods:
Subjects performed a feedback-based learning task. Event-related Potentials (ERPs) time locked to responses and feedback were derived from the EEG.
Results:
Compared to the TD and ASD groups, the medication-free ADHD group showed a decreased response-locked Error Related Negativity (ERN) and error Positivity (Pe), particularly as learning progressed throughout the task. Compared to the medication-free ADHD group, the Methylphenidate-treated group showed a normalised Pe. All clinical groups showed or tended to show a decreased feedback-locked late positive potential to negative feedback.
Conclusions:
The ERPs suggest that medication-free children with ADHD, but not with ASD, have a diminished capacity to monitor their error responses when they are learning by performance feedback. This capacity partially 'normalises' in Mph-treated children with ADHD. Both children with ADHD and children with ASD are suggested being compromised in affective feedback processing.
Significance:
This study shows that measuring ERPs of error and feedback processing is a useful method for (1) dissociating ADHD from ASD and (2) elucidating medication effects in ADHD on component processes of performance monitoring.
