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Related Experiment Video

Updated: Jan 29, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Time-Processing, Daily Time Management, and Autonomy in School-Age Children with ADHD Compared to Typically

Birgitta Wennberg1, Anette Kjellberg2, Per A Gustafsson2

  • 1Child and Adolescent Psychiatry, Center for Social and Affective Neuroscience, Department of Biomedical and Clinical Sciences, Linköping University, 581 83 Linköping, Sweden.

Children (Basel, Switzerland)
|January 28, 2026
PubMed
Summary

Children with ADHD and intellectual disability (ID) show impaired time processing and daily time management, impacting their autonomy. Tailored interventions are needed based on individual time processing abilities.

Keywords:
ADHDadolescentautonomychildcluster analysisintellectual disabilityoccupational therapyparticipationtime management

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Area of Science:

  • Developmental Psychology
  • Neurodevelopmental Disorders
  • Cognitive Science

Background:

  • Children with Attention-Deficit/Hyperactivity Disorder (ADHD) and intellectual disability (ID) frequently experience challenges with daily time management (DTM).
  • The specific impact of underlying time-processing ability (TPA) on DTM and autonomy in these children is less understood.

Purpose of the Study:

  • To investigate DTM, TPA, and self-rated autonomy in children aged 9-15 with and without disabilities.
  • To compare these abilities between children with ADHD, ID, and typically developing (TD) peers.

Main Methods:

  • Matched samples of children with ADHD (n=47), ID (n=47), and TD children (n=47) were recruited.
  • A descriptive, comparative, cross-sectional design was employed.
  • One-way ANOVA, Tukey post-hoc tests, bootstrapping, and cluster analysis were used for data analysis.

Main Results:

  • Children with ADHD and ID demonstrated significantly lower TPA and DTM compared to TD children.
  • Children with ADHD exhibited lower DTM than those with ID.
  • A common pattern of delayed TPA was observed in children with ADHD and ID, affecting DTM and autonomy, though heterogeneity existed.

Conclusions:

  • Children with ADHD and ID face an elevated risk of delayed TPA, impacting DTM, autonomy, and daily activity participation.
  • Assessing TPA and DTM is crucial for developing individualized interventions for affected children.