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Published on: June 12, 2020
Time knowledge impairments in children with ADHD
A De la Charie1, F Delteil2, F Labrell3
1Centre de référence des troubles du langage et des apprentissages (CRTLA), hôpital Kremlin Bicêtre, Assistance publique-Hôpitaux de Paris (AP-HP), Le Kremlin-Bicêtre, France.
Children with attention deficit hyperactivity disorder (ADHD) show delayed time knowledge acquisition. This impairment is linked to working memory, suggesting a need for targeted interventions to improve their skills and autonomy.
Area of Science:
- Neuroscience
- Developmental Psychology
- Pediatrics
Background:
- Attention deficit hyperactivity disorder (ADHD) is associated with impaired time perception and reaction time variability.
- Limited research exists on time knowledge deficits in children with ADHD.
- Time knowledge involves the accurate representation and application of time units.
Purpose of the Study:
- To evaluate time knowledge in children diagnosed with ADHD.
- To compare time knowledge between children with ADHD and typically developing (TD) peers.
- To explore the relationship between time knowledge and cognitive/attentional skills in ADHD.
Main Methods:
- A cohort of 33 children with ADHD (aged 8-12) and 33 TD children were assessed.
- Participants were matched for age and gender.
- A questionnaire and neuropsychological tests evaluated time knowledge and cognitive functions.
Main Results:
- Children with ADHD exhibited a significant delay in time knowledge acquisition compared to TD children (P<0.01).
- ADHD participants' time knowledge scores approximated those of TD children at an earlier educational stage.
- Time knowledge in ADHD was correlated with working memory index (P<0.05) but not ADHD presentation type.
Conclusions:
- Children with ADHD demonstrate impaired time knowledge.
- Findings suggest potential for novel screening tools and rehabilitation strategies targeting time knowledge.
- Interventions could enhance patient care and autonomy for children with ADHD.
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