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.
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.
Abstract:
Children who are raised in institutions show severe delays across multiple domains of development and high levels of psychopathology, including attention deficit/hyperactivity disorder (ADHD). Low performance in executive functions (EFs) are also common in institutionally reared children and often do not remediate following improvements in the caregiving environment. ADHD symptomatology also remains elevated even after children are removed from institutional care and placed in families. We investigate whether poor EF is a mechanism explaining elevated rates of ADHD in children reared in institutional settings in the Bucharest Early Intervention Project (BEIP). In the current study, we examine the potentially mediating role of poor EF in the association between institutionalization and symptoms of ADHD at age 12 years. A total of 107 children were assessed with the Cambridge Neuropsychological Test Automated Battery (CANTAB) on working memory, set-shifting and planning. We also obtained concurrent teacher reports on their levels of ADHD symptoms (inattention and impulsivity separately). Institutionalization strongly predicted elevations in symptoms of inattention and impulsivity at age 12 years (ps < 0.01). Indices of working memory and planning were also associated with ADHD after controlling for potential confounders (ps < 0.03). Mediation analyses revealed that poor working memory performance mediated the link between exposure to early institutionalization and higher scores of both inattention and impulsivity. These results replicate and extend the findings that we reported in the BEIP sample at age 8 years. Together, they suggest that compromised working memory is a key mechanism that continues to explain the strikingly high levels of ADHD in late childhood among children institutionalized in early life. Interventions targeting working memory may help to prevent ADHD among children exposed to institutional care.
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