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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)
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Executive dysfunction in school-age children with ADHD.

Rikke Lambek1, Rosemary Tannock, Soeren Dalsgaard

  • 1University of Aarhus, Denmark. rikkel@psy.au.dk

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Children with Attention Deficit Hyperactivity Disorder (ADHD) show group-level executive function deficits (EFD). However, individual assessment reveals varied EFD, with only about half of ADHD children exhibiting impairments.

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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Area of Science:

  • Neuroscience
  • Child Psychology
  • Clinical Psychology

Background:

  • Attention Deficit Hyperactivity Disorder (ADHD) is frequently associated with executive function deficits (EFD).
  • Understanding the prevalence and nature of EFD in children with ADHD is crucial for targeted interventions.
  • Previous research has explored EFD in ADHD, but individual-level analysis requires further investigation.

Purpose of the Study:

  • To examine executive function deficits (EFD) in school-aged children diagnosed with ADHD.
  • To compare executive function (EF) performance between children with ADHD and a non-clinical control group.
  • To determine the prevalence of EFD at the individual level within a clinical sample of children with ADHD.

Main Methods:

  • A clinical sample of 49 children with ADHD was compared to a population sample of 196 children.
  • Eight distinct executive function (EF) measures were administered to all participants.
  • The prevalence of EFD was assessed using four different methods, including one to control for age effects.

Main Results:

  • Children with ADHD demonstrated significantly poorer performance on EF measures compared to their non-clinical peers at the group level.
  • Approximately 50% of children with ADHD exhibited EFD when assessed individually.
  • The findings regarding EFD prevalence were consistent across the different analytical methods employed.

Conclusions:

  • While children with ADHD, as a group, show impairments in executive functions, there is significant heterogeneity in EFD at the individual level.
  • This heterogeneity suggests that not all children with ADHD experience executive function challenges to the same degree.
  • The study highlights the importance of individual assessment for executive function deficits in pediatric ADHD.