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Attention-Deficit/Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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Related Experiment Video

Updated: Jun 15, 2026

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

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

Published on: April 1, 2018

Remote Administration of ADHD-Sensitive Cognitive Tasks: A Pilot Study.

Shaoxiong Sun¹, Hayley Denyer¹, Heet Sankesara¹

¹King's College London, UK.

Journal of Attention Disorders

|June 3, 2023

Summary

Remote cognitive assessments using a new technology system effectively identified attention and inhibition differences in individuals with ADHD (Attention-Deficit/Hyperactivity Disorder). This supports the feasibility and validity of these remote methods for ADHD diagnosis.

Keywords:

ADHD RADAR-base attention regulation remote monitoring response inhibition

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Last Updated: Jun 15, 2026

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Published on: April 1, 2018

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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

Event Related Potentials ERPs and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder ADHD

Published on: March 12, 2020

Area of Science:

Neuroscience
Psychiatry
Medical Technology

Background:

Attention-Deficit/Hyperactivity Disorder (ADHD) diagnosis often relies on in-person cognitive assessments.
Remote assessment methods are increasingly important for accessibility and scalability.

Purpose of the Study:

To evaluate the feasibility and validity of remote administration for cognitive tasks sensitive to ADHD.
To compare remote researcher-led and self-administered cognitive tasks in individuals with and without ADHD.

Main Methods:

Modified versions of a reaction time task and a Continuous Performance Test/Go No-Go task were administered remotely.
Cognitive performance measures (reaction time variability, mean reaction time, errors) were compared between ADHD and non-ADHD groups (n=40) across remote sessions.

Main Results:

Significant group differences were observed for reaction time variability (RTV) and mean reaction time (MRT), and commission errors (CE).
These differences were consistent across baseline researcher-led and initial self-administration sessions.
Effect sizes for these comparisons were medium to large.

Conclusions:

Remote administration of cognitive tasks is feasible and valid for assessing ADHD-related deficits.
The technology successfully captured difficulties in response inhibition and attention regulation.
Remote assessments offer a promising approach for ADHD evaluation.