Executive Function Impairments in Children with Attention-Deficit Hyperactivity Disorder: Do They Differ between School and Home Environments?

Mares, Daniela; McLuckie, Alan; Schwartz, Michael; Saini, Michael

doi:10.1177/070674370705200811

Cited by 66 publications

(61 citation statements)

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“…The fact that some children were on medication while in school ( Jarratt et al, 2005) and that the classroom environment is structured (Mares, McLuckie, Schwartz, & Saini, 2007) may account for teachers' witnessing more organized and controlled behavior than parents witnessed at home. In other studies, teachers reported higher (worse) BRIEF scores than parents ( Jarratt et al, 2005;McCandless & O'Laughlin, 2007;Mares et al, 2007). Differences between informants may be the result of cross-situational discrepancies in expectations and perceptions.…”

Section: Discussionmentioning

confidence: 99%

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Effectiveness of Cognitive–Functional (Cog–Fun) Intervention With Children With Attention Deficit Hyperactivity Disorder: A Pilot Study

Hahn-Markowitz

Manor

Maeir

2011

The American Journal of Occupational Therapy

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The executive function (EF) deficits of children with attention deficit hyperactivity disorder (ADHD) hinder their performance of complex daily functions. Despite the existing evidence-based pharmacological interventions for ADHD symptoms, no intervention has yet been found that deals directly with EFs in daily tasks. Fourteen children and their parents participated in the Cognitive-Functional (Cog-Fun) program in occupational therapy, which is tailored to the executive dysfunction of ADHD and focuses on enabling cognitive strategies for occupational performance. The study included initial assessment of EFs (Behavior Rating Inventory of Executive Functions; Tower of London DX ), occupational performance (Canadian Occupational Performance Measure), 10 sessions of Cog-Fun intervention with each child-parent dyad, and postintervention and 3-month follow-up assessments. We found significant improvements with medium to large effects on outcome measures after intervention, and most effects were maintained at follow-up. The findings warrant controlled studies examining the effectiveness of this intervention for children with ADHD.

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Section: Discussionmentioning

confidence: 99%

“…Differences between informants may be the result of cross-situational discrepancies in expectations and perceptions. Future studies should examine the source of these differences with the aid of an independent informant who would observe the child in both environments (Mares et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Cognitive–Functional (Cog–Fun) Intervention With Children With Attention Deficit Hyperactivity Disorder: A Pilot Study

Hahn-Markowitz

Manor

Maeir

2011

The American Journal of Occupational Therapy

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“…The discriminant validity of behaviour ratings for ADHD symptoms is far from impressive (Gomez et al, 2003(Gomez et al, , 2005. Levels of agreement between behavioural ratings across settings are low (Antrop et al, 2002;Gomez et al, 2003Gomez et al, , 2005Mares et al, 2007). Additionally, ratings are subject to the negative halo effect, which describes how one negative attribute or behaviour in a person can influence a rater to evaluate other behaviours and attributes negatively (Schachar, Sandberg, & Rutter, 1986;Stevens, Quittner, & Abikoff, 1998).…”

Section: Introductionmentioning

confidence: 99%

The Diagnostic Utility of Executive Function Assessments in the Identification of ADHD in Children

Holmes

Gathercole

Place

et al. 2010

Child Adoles Ment Health

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Background: Deficits in executive functions have been widely reported to characterise individuals with ADHD. The aim of this study was to evaluate the utility of a range of executive function measures for identifying children with ADHD. Method: Eighty-three children with ADHD and 50 normally-developing children without ADHD were assessed on measures of inhibition, set-shifting, planning, problem-solving, response inhibition, sustained attention and working memory. Measures of sensitivity, specificity, likelihood ratios and diagnostic odds ratios were calculated. Results: Executive function tasks effectively discriminated between children with and without ADHD. Measures of response inhibition and working memory contributed the most to the discriminant function. Conclusions: Cognitive measures of executive function can be used to help identify children with ADHD and could be useful as additional diagnostic tools for clinical practitioners. Key Practitioner Message:• ADHD diagnoses are often based heavily upon symptoms assessed by behavioural checklists. These can lack diagnostic utility.• It is possible to enhance clinical diagnoses of ADHD by employing neuropsychological / cognitive tests of executive functioning; • Where there is little opportunity to undertake a full range of cognitive measures, brief tests of response inhibition and working memory can provide high levels of discrimination between individuals with and without ADHD.• Guidance from clinicians about the difficulties in executive functioning experienced by children with ADHD may prove helpful to teachers and parents.

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“…They are based on information provided by families and teachers about the frequency or intensity of certain problem behaviors, which would be indicative of difficulties in EFs. Such measures have been widely developed in recent years, in part due to the recognition of the fact of EFs not only involve cognitive aspects, but also behavioral and emotional ones, many of which can only be observed in habitual contexts (Egeland & Fallmyr, 2010;Mares, McLuckie, Schwartz, & Saini, 2007). Among the best-known standardized assessment instruments are the Child Behavior Checklist (CBCL; Achenbach, 1991), the Children Executive Function Inventory (CHEXI; Thorell & Nyberg, 2008), the Behavior Rating Inventory of Executive Functions (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000), and, more recently, the Barkley Deficits in Executive Functioning Scale -Children and Adolescents (BDEFS-CA: Barkley, 2012).…”

Section: * Introductionmentioning

confidence: 99%

Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School.

et al. 2016

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Título: Metacognición y funcionamiento ejecutivo en Educación PrimariaResumen: Este trabajo analiza las diferencias en habilidades metacognitivas y de funcionamiento ejecutivo entre dos grupos de estudiantes (10-12 años) con diferentes niveles de conocimiento metacognitivo (alto n = 50, bajo n = 64). Los grupos fueron establecidos en función de la puntuación en una prueba de reconocimiento de estrategias. Las habilidades metacognitivas se evaluaron mediante auto-informe. Los estudiantes indicaron la frecuencia de empleo de estas habilidades en las fases de planificación, ejecución y evaluación del aprendizaje. Por último, la información sobre el funcionamiento ejecutivo fue proporcionada por familias y profesorado, los cuales cumplimentaron dos formas paralelas de un inventario de calificación de la conducta. Los resultados indicaron que: a) los estudiantes con alto conocimiento metacognitivo señalaron emplear más frecuentemente las habilidades metacognitivas que sus compañeros con bajo conocimiento metacognitivo. Estas diferencias se encontraron principalmente en las fases de planificación y ejecución; b) tanto familias como profesorado informaron acerca de unas mejores habilidades de funcionamiento ejecutivo en los estudiantes con alto conocimiento metacognitivo, siendo estadísticamente significativas las diferencias en planificación, memoria funcional, focalización de la atención y atención sostenida. Estos resultados muestran la existencia de una asociación entre diferentes niveles de conocimiento metacognitivo y las habilidades metacognitivas y de funcionamiento ejecutivo, sugiriendo la necesidad de incidir en el conjunto de variables estudiadas para promover entre los estudiantes niveles crecientes de control sobre su proceso de aprendizaje. Palabras clave: metacognición; funciones ejecutivas; conocimiento; habilidades; aprendizaje.Abstract: This study analyzes differences in metacognitive skills and executive functioning between two groups of students (10-12 years) with different levels of metacognitive knowledge (high n = 50, low n = 64). Groups were established based on students' score on a test of knowledge of strategy use. Metacognitive skills were assessed by means of self-report. Students reported the frequency with which they applied these strategies during the phases of planning, execution, and evaluation of learning. Information about student executive functioning was provided by families and teachers, who completed two parallel forms of a behavior rating scale. The results indicated that: a) the group with high levels of metacognitive knowledge reported using their metacognitive skills more frequently than their peers in the other group. These differences were statistically significant in the phases of planning and execution; b) both family and teachers informed of better levels of executive functioning in the students with high metacognitive knowledge. Statistically significant differences were found in planning, functional memory, focus, and sustained attention. These results show the existenc...

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Executive Function Impairments in Children with Attention-Deficit Hyperactivity Disorder: Do They Differ between School and Home Environments?

Cited by 66 publications

References 10 publications

Effectiveness of Cognitive–Functional (Cog–Fun) Intervention With Children With Attention Deficit Hyperactivity Disorder: A Pilot Study

Effectiveness of Cognitive–Functional (Cog–Fun) Intervention With Children With Attention Deficit Hyperactivity Disorder: A Pilot Study

The Diagnostic Utility of Executive Function Assessments in the Identification of ADHD in Children

Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School.

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