Reduced Working Memory Mediates the Link between Early Institutional Rearing and Symptoms of ADHD at 12 Years

Florin Tibu1, Margaret A Sheridan2, Katie A McLaughlin3

  • 1Institute of Child Development Bucharest, Romania.

Frontiers in Psychology
|December 10, 2016
PubMed

Insights

Early institutionalization is linked to higher attention deficit/hyperactivity disorder (ADHD) symptoms in children. Poor working memory appears to be a key mechanism driving these elevated ADHD symptoms, even in late childhood.

Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Developmental Neuroscience

Background:

  • Institutionalized children exhibit developmental delays and psychopathology, including ADHD.
  • Executive function deficits are common in institutionalized children and persist even after placement in families.
  • Elevated ADHD symptoms often remain even after removal from institutional care.

Purpose of the Study:

  • To investigate if poor executive functions (EFs) mediate the relationship between institutionalization and ADHD symptoms at age 12.
  • To examine the role of working memory, set-shifting, and planning in ADHD in institutionally reared children.

Main Methods:

  • Assessed 107 children from the Bucharest Early Intervention Project (BEIP) at age 12.
  • Utilized the Cambridge Neuropsychological Test Automated Battery (CANTAB) for executive function assessments.
  • Collected teacher reports on ADHD symptoms (inattention and impulsivity).

Main Results:

  • Institutionalization significantly predicted higher inattention and impulsivity symptoms at age 12.
  • Working memory and planning abilities were associated with ADHD symptoms.
  • Poor working memory performance mediated the association between institutionalization and ADHD symptoms.

Conclusions:

  • Compromised working memory is a critical mechanism explaining elevated ADHD in children with a history of institutionalization.
  • Findings replicate and extend previous research, highlighting the persistent impact of early institutional care.
  • Interventions focused on improving working memory may help mitigate ADHD in children exposed to institutional care.

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