Gender differences in executive functions and reading abilities in children with attention deficit hyperactivity disorder

Roufael, Rim; El-Bakry, Ahlam M.; Amer, Dalal; Refaat, Osama; Emadeldin, Maha

doi:10.7123/01.ejp.0000413587.34899.c5

Cited by 5 publications

(1 citation statement)

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“…Male sex was a significant risk factor for selfmotivation executive dysfunction (OR = 0.3, CI 0.1-0.8), opposite to our finding. An Egyptian study by Amer et al [23] showed that no robust differences in EF can be attributed solely to sex and that reading and metacognitive reading dysfunctions showed no gender difference; this difference can be explained by different sample size (60), different methodology using Wisconsin Card Sorting Test (WCST) and also that most of our sample were of the male gender.…”

Section: Self-motivation Efmentioning

confidence: 70%

A comparative study of executive functions among children with attention deficit and hyperactivity disorder and those with learning disabilities

Wafa

Ghobashy

Hamza

2020

Middle East Curr Psychiatry

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Background Both ADHD and learning disorders have been found to be associated with executive dysfunctions; the executive functions’ (EFs) construct generally involves a series of components—planning, cognitive flexibility, inhibition, attention control, and verbal and visuo-spatial working memory—that work independently in many ways but are closely related. There were no significant studies comparing both disorders and excluding the drug’s effects on executive functions. In our study, we used BDEFS-CA to assess executive functions among a sample of 340 children divided in to four groups: group 1 (100 children), ADHD only; group II (80 children), LD only; group III (60 children), combined ADHD and LD; and group IV (100 children), control group. We included children aged from 6 to 13 of both sexes of average IQ and all had to be drug naive with no sensory impairment or disabling neurological disorder and after their parents’ consent. Results The results showed that there was significant higher affection of the five executive functions domains in the first three groups more than the fourth control group. Furthermore, the self-restraint (response-inhibition) executive dysfunction was the most commonly affected EF in group I while time management EF and self-regulation and problem solving EF were the most commonly affected EF in the LD group. Conclusions Complete executive function profile assessment should be done for children diagnosed with ADHD or learning disability and EF intervention program should be included in the management plan for better outcomes mainly self-restraint EF in case of ADHD and problem solving and self-organization EF in case of learning disabilities

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Section: Self-motivation Efmentioning

confidence: 70%

A comparative study of executive functions among children with attention deficit and hyperactivity disorder and those with learning disabilities

Wafa

Ghobashy

Hamza

2020

Middle East Curr Psychiatry

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Assessment of executive function using the Tinkertoy test

Lambert

Stenger²,

Bielajew³

2018

Behavioural Pharmacology

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The Tinkertoy test (TTT) has often been used to assess executive function. Despite its clinical importance, there are few published normative data for it. Thus, the primary aim of this study was to fill this gap. Moreover, as there exists a sex difference in many cognitive abilities and neuropsychological tests, a secondary aim was to examine whether sex influences TTT performance. We administered the TTT to 25 healthy men and 25 healthy women whose average age was 28 years. Performances were scored based upon Lezak’s (1982) original TTT criteria. On average, our participants used 43 pieces to complete their construction (SD=8), with a range of 21–50, and their complexity scores ranged from 7 to 12, with a mean score of 9.68 (SD=1.35). Overall performance did not differ based on sex; yet, when examining individual scoring criteria, we found that men scored significantly higher on the symmetry measure. Efforts towards the development of adequate normative data for the TTT and different tests of executive functioning are crucial to neuropsychologists’ and other healthcare providers’ ability to reliably diagnose and treat disorders of cognition that affect executive function. The present data go some way towards enhancing the utility of the TTT.

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