Neuropsychological function in adults with attention-deficit/hyperactivity disorder

Seidman, Larry J.; Doyle, Alysa E.; Fried, Roland; Valera, Eve M.; Crum, Katherine; Matthews, Lauren

doi:10.1016/j.psc.2003.12.005

Cited by 148 publications

(132 citation statements)

References 114 publications

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“…ADHD patients may excel at some tasks and may even appear 'hyperfocused' if greatly interested in a task, but in other settings performance may fluctuate rapidly. Moreover, although many ADHD patients have persistent deficits on formal neuropsychological tests, many others show none (Seidman et al, 2004a). ADHD patients may be socially adept, or may display decreased frustration tolerance, increased social isolation, and affective instability.…”

Section: Clinical Featuresmentioning

confidence: 99%

Attention-Deficit/Hyperactivity Disorder and Attention Networks

Bush

2009

Neuropsychopharmacol

294

251

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Research attempting to elucidate the neuropathophysiology of attention-deficit/hyperactivity disorder (ADHD) has not only shed light on the disorder itself, it has simultaneously provided new insights into the mechanisms of normal cognition and attention. This review will highlight and integrate this bidirectional flow of information. Following a brief overview of ADHD clinical phenomenology, ADHD studies will be placed into a wider historical perspective by providing illustrative examples of how major models of attention have influenced the development of neurocircuitry models of ADHD. The review will then identify major components of neural systems potentially relevant to ADHD, including attention networks, reward/feedbackbased processing systems, as well as a 'default mode' resting state network. Further, it will suggest ways in which these systems may interact and be influenced by neuromodulatory factors. Recent ADHD imaging data will be selectively provided to both illustrate the field's current level of knowledge and to show how such data can inform our understanding of normal brain functions. The review will conclude by suggesting possible avenues for future research.

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Section: Clinical Featuresmentioning

confidence: 99%

Attention-Deficit/Hyperactivity Disorder and Attention Networks

Bush

2009

Neuropsychopharmacol

294

251

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“…Tests were selected to measure domains of functioning thought to be indirect indices of frontostriatal systems that have been found to be impaired in youth and adults with ADHD. 1,[18][19][20] These functions include sustained attention, working memory, interference control, abstract problem solving/set shifting, planning/visuospatial organization, processing speed, and verbal learning. 3,21,22 Subtests were selected from several well-studied clinical instruments that purport to measure these constructs, although it should be noted that these measures may be multifactorial and may assess more than 1 domain of function.…”

Section: Neuropsychological Assessmentsmentioning

confidence: 99%

Effects of Stimulant Medication on Neuropsychological Functioning in Young Adults With Attention-Deficit/Hyperactivity Disorder

Biederman

Seidman²,

Petty³

et al. 2008

J. Clin. Psychiatry

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consistent literature has documented significant associations between attention-deficit/hyperactivity Effects of Stimulant Medication on Neuropsychological Functioning in Young AdultsWith Attention-Deficit/Hyperactivity Disorder Objective:The main goal of this study was to evaluate the impact of stimulant medication on executive function deficits in a group of adolescents and young adults with attention-deficit/ hyperactivity disorder (ADHD; DSM-III-R criteria).Method: Male and female subjects aged 15 to 25 years were divided into 3 groups: subjects with ADHD treated with stimulants who took their medication at the time of testing (ADHD active stimulant treatment: N = 26), subjects with ADHD who had not taken stimulant medication in the past month (ADHD no stimulant treatment: N = 94), and non-ADHD control subjects (controls: N = 133). The neuropsychological battery assessed domains of cognitive functioning known to be relevant in ADHD, including tests of executive functions and learning and memory. Data were collected from July 1998 to April 2003.Results: The ADHD no stimulant treatment group had significantly lower aggregate scores compared with the controls for the total aggregate, working memory, interference control, processing speed, sustained attention, and verbal learning domains (all p < .001). The ADHD active stimulant treatment group had significantly poorer scores on the total aggregate (p = .002), interference control (p < .001), and processing speed (p = .003) domains compared with the controls. The ADHD active stimulant treatment subjects scored significantly higher on the domains of sustained attention (p = .04) and verbal learning (p = .03) compared with the ADHD no stimulant treatment subjects.Conclusions: Our study showed that subjects with ADHD who took stimulant medication had higher neuropsychological measures of attention compared with subjects with ADHD who did not take stimulant medication, but differences were not found for other measures of executive function.

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“…NIH-PA Author Manuscript NIH-PA Author Manuscript to non-diagnosed comparison individuals, samples of children and adults with attention-deficit/ hyperactivity disorder (ADHD) show significant neuropsychological deficits, particularly those linked with EF (see, for example, Hinshaw, Carte, Sami, Treuting, & Zupan, 2002;Klorman et al, 1999; Nigg, Blaskey, Huang-Pollack, & Rappley, 2002;Seidman, Biederman, Faraone, Weber, & Ouellette, 1997;Seidman et al, 2005; see reviews of Barkley, Grodzinsky, & duPaul, 1992;Hervey, Epstein, & Curry, 2004;Seidman et al, 2004; Sergeant, Guerts, & Oosterlaan, 2002). Such deficits appear on a number of different tests and are largely independent of comorbid conditions that accompany ADHD Seidman et al, 1997).…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

Neuropsychological functioning of girls with attention-deficit/hyperactivity disorder followed prospectively into adolescence: Evidence for continuing deficits?

Hinshaw

Carte²,

Fan³

et al. 2007

Neuropsychology

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Prospectively followed girls with attention-deficit/hyperactivity disorder (ADHD), along with a matched comparison sample, five years after childhood neuropsychological assessments. Follow-up neuropsychological measures emphasized attentional skills, executive functions, and language abilities. Paralleling childhood findings, the childhood-diagnosed ADHD group displayed moderate to large deficits in executive/attentional performance as well as rapid naming, relative to the comparison group, at follow-up (M age = 14.2 years). ADHD-Inattentive vs. ADHD-Combined contrasts were nonsignificant and of negligible effect size, even when a refined, "sluggish cognitive tempo" subgroup of the Inattentive type was examined. Although ADHD vs. comparison differences largely withstood statistical control of baseline demographics and comorbidities, control of childhood IQ reduced EF differences to nonsignificance. Yet when the subset of girls meeting diagnostic criteria for ADHD in adolescence were compared to the remainder of the participants, neuropsychological deficits emerged even with full statistical control. Overall, childhood ADHD in girls portends neuropsychological and executive deficits that persist for at least 5 years.Keywords attention-deficit hyperactivity disorder (ADHD); neuropsychology; executive function; longitudinal research; girls Neuropsychological measures tap a range of functions, including attention, inhibition, motor speed, and linguistic abilities. The construct of executive function (EF) refers to those neuropsychological skills, deemed essential for performance of complex human tasks, related to planning, set maintenance, set shifting, interference control, and working memory (e.g., Barkley, 1997;Pennington & Ozonoff, 1996). Considerable evidence exists that, in contrast Address correspondence to Stephen P. Hinshaw, Department of Psychology, Tolman Hall #1650, University of California, Berkeley, CA 94720-1650 (hinshaw@berkeley.edu). NIH Public Access Author ManuscriptNeuropsychology. Author manuscript; available in PMC 2010 September 1. Published in final edited form as:Neuropsychology. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript to non-diagnosed comparison individuals, samples of children and adults with attention-deficit/ hyperactivity disorder (ADHD) show significant neuropsychological deficits, particularly those linked with EF (see, for example, Hinshaw, Carte, Sami, Treuting, & Zupan, 2002;Klorman et al., 1999; Nigg, Blaskey, Huang-Pollack, & Rappley, 2002;Seidman, Biederman, Faraone, Weber, & Ouellette, 1997;Seidman et al., 2005; see reviews of Barkley, Grodzinsky, & duPaul, 1992;Hervey, Epstein, & Curry, 2004;Seidman et al., 2004; Sergeant, Guerts, & Oosterlaan, 2002). Such deficits appear on a number of different tests and are largely independent of comorbid conditions that accompany ADHD Seidman et al., 1997). Because EF deficits are particularly likely to predict continuing academic failure in youth with ADHD (Biederman et al., 2004) and because th...

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Neuropsychological function in adults with attention-deficit/hyperactivity disorder

Cited by 148 publications

References 114 publications

Attention-Deficit/Hyperactivity Disorder and Attention Networks

Attention-Deficit/Hyperactivity Disorder and Attention Networks

Effects of Stimulant Medication on Neuropsychological Functioning in Young Adults With Attention-Deficit/Hyperactivity Disorder

Neuropsychological functioning of girls with attention-deficit/hyperactivity disorder followed prospectively into adolescence: Evidence for continuing deficits?

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