Age-Related Cognitive Patterns in Children With Attention-Deficit/Hyperactivity Disorder and Typically Developing...

Attention-deficit/hyperactivity disorder (ADHD), characterized by inattention and hyperactivity-impulsivity, profoundly influences cognitive and behavioral development. Compared with their typically developing (TD) counterparts, children diagnosed with ADHD consistently exhibit impaired performance, which manifests as delays in response inhibition, interference selection, and working memory. We hypothesized that with increasing age, the attentional differences observed in younger children would progressively diminish, and that these developmental changes would be associated with behavioral and emotional problems.

We analyzed data from 131 children diagnosed with ADHD, sourced from the psychiatric outpatient departments of two hospitals, alongside data from 167 TD children aged 4-12 years. Using analysis of variance, we investigated differences in Comprehensive Attention Test (CAT) scores, intelligence quotients, and the Korean version of the Child Behavior Checklist (K-CBCL) scores between children with ADHD and their TD peers.

Compared with their TD counterparts, children diagnosed with ADHD exhibited lower intelligence quotient scores across multiple subscales and elevated levels of diverse behavioral problems. Age-related patterns unveiled shifts in CAT scores. K-CBCL externalizing and internalizing problem scale and CAT scores were correlated.

This study revealed age-related patterns of cognition among pediatric patients with ADHD when compared with a non-ADHD control group. With maturation, developmental delays may lessen, and attention improvement follows a discernible sequence, commencing with basic attention, followed by inhibition and ultimately, interference selection. Furthermore, age-dependent correlations between CAT and K-CBCL scale scores were identified. These findings highlight the clinical importance of considering age-specific patterns of cognitive and behavioral characteristics in the assessment of ADHD.