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Updated: Jun 13, 2026
13:09
Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
Published on: April 1, 2018
Validating neuropsychological subtypes of ADHD: how do children with and without an executive function deficit
Rikke Lambek1, Rosemary Tannock, Soeren Dalsgaard
1Department of Psychology, University of Aarhus, Aarhus, Denmark. rikkel@psy.au.dk
Summary
Children with attention-deficit/hyperactivity disorder (ADHD) and executive function deficits (EFD) show distinct cognitive profiles. Some ADHD children struggle with executive functions and variability, while others exhibit issues with delay aversion, suggesting varied ADHD pathways.
Area of Science:
- Neuroscience
- Developmental Psychology
- Child Psychiatry
Background:
- Attention-deficit/hyperactivity disorder (ADHD) is a complex neurodevelopmental disorder.
- Executive function deficits (EFD) are frequently comorbid with ADHD, impacting various cognitive processes.
- Understanding the heterogeneity within ADHD, particularly concerning EFD, is crucial for targeted interventions.
Purpose of the Study:
- To investigate behavioural, academic, cognitive, and motivational functioning in school-age children with ADHD, comparing those with and without executive function deficits (EFD).
- To identify distinct profiles of functioning within the ADHD population based on the presence or absence of EFD.
- To explore the relationship between EFD, cognitive abilities, and specific behavioural patterns in ADHD.
Main Methods:
- A comparative study involving two groups of school-age children diagnosed with ADHD: one group with co-occurring EFD (ADHD + EFD, n=26) and another without EFD (ADHD--EFD, n=22).
- Assessment of ADHD symptomatology, school functioning, general cognitive ability (IQ), intra-individual response variability, affective decision-making, and delay aversion using tasks like the Cambridge Gambling Task (CGT) and the Cambridge Decision-making Task (CDT).
Main Results:
- Children with ADHD + EFD and ADHD--EFD exhibited comparable ADHD symptomatology and school functioning.
- Children with ADHD + EFD demonstrated significantly lower IQ scores and greater intra-individual response variability compared to those without EFD.
- Children with ADHD alone showed a greater aversion to delay on the Cambridge Decision-making Task (CDT) compared to children with ADHD + EFD.
Conclusions:
- The findings suggest that some children with ADHD are primarily characterized by executive function deficits and response variability, while others are more defined by problems with delay aversion.
- These distinct profiles support the existence of multiple pathway models for ADHD.
- The exploratory nature of this study necessitates replication to confirm these findings and their clinical implications.
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