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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Human Genetics01:28

Human Genetics

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Social Cognitive Perspective on Personality

Social cognitive perspectives on personality emphasize the importance of conscious awareness, beliefs, expectations, and goals in shaping behavior. These perspectives incorporate behaviorist principles, such as learning through reinforcement and conditioning, but extend beyond them by highlighting human reasoning and planning. Unlike traditional behaviorist views, social cognitive theory focuses on how individuals reflect on their past experiences and plan for future outcomes by considering...
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Behavior Modification

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Related Experiment Video

Updated: Jun 21, 2026

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
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Cognitive versus behavioral ADHD phenotype: what is it all about?

F Perez-Alvarez1, C Serra-Amaya, C A Timoneda-Gallart

  • 1Hospital Universitari Dr J Trueta, Department of Neuropediatrics, Girona, Spain. fperez.girona.ics@gencat.cat

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|July 30, 2009
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Summary

The ADHD PASS assessment identified planning deficits in most ADHD patients. Treatment improved planning and remission, particularly with combined therapy, suggesting PASS assessment relevance.

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Area of Science:

  • Neuroscience
  • Psychology
  • Psychiatry

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder.
  • Cognitive deficits, particularly in executive functions like planning, are common in ADHD.
  • The ADHD PASS assessment tool aims to identify specific cognitive dysfunctions.

Purpose of the Study:

  • To investigate the utility of the ADHD PASS assessment in characterizing cognitive profiles of ADHD patients.
  • To evaluate the impact of different treatments (Concerta, humanistic psychology, combined) on cognitive functions and ADHD symptom remission.
  • To explore the relationship between cognitive improvement and treatment outcomes.

Main Methods:

  • 150 ADHD patients (combined and inattentive types) meeting DSM-IV-TR criteria, without comorbidity or prior treatment, were enrolled.
  • Patients were categorized based on SNAP-IV scores and randomly assigned to treatment groups: Concerta, humanistic psychology, or combined.
  • Cognitive functions were assessed using the DN:CAS battery and ADHD symptoms via SNAP-IV at baseline, 6, and 12 months. Cluster analysis and t-tests were employed.

Main Results:

  • Cluster analysis revealed three distinct cognitive profiles: planning dysfunction (majority combined ADHD), successive processing dysfunction (majority inattentive ADHD), and no cognitive dysfunction.
  • Significant improvement in planning deficits was observed at 12 months, particularly in the combined treatment group (Concerta + psychology).
  • Treatment remission rates paralleled planning improvement, with the combined group showing the best outcomes, followed by Concerta alone, then psychology alone.

Conclusions:

  • The ADHD PASS assessment effectively identified distinct cognitive profiles in ADHD patients.
  • Treatment, especially combined therapy, can ameliorate planning deficits and improve remission rates in ADHD.
  • The findings support the clinical relevance of the ADHD PASS assessment in guiding ADHD treatment strategies.