Upgrading the Science and Technology of Assessment and Diagnosis: Laboratory and Clinic-Based Assessment of Children With ADHD

Abstract

Reviews the usefulness of clinic-based and laboratory-based instruments and paradigms for diagnosing attention deficit hyperactivity disorder (ADHD) and monitoring treatment effects. Extant literature examining the performance of normal children and those with ADHD on an extensive range of neurocognitive tests, tasks, and experimental paradigms indicates that particular types of instruments may be more reliable than others with respect to detecting between-group differences. We review task parameters that may distinguish the more reliable from less reliable instruments. The value of clinic-based and laboratory-based instruments for monitoring treatment response in children with ADHD is questionable when evaluated in the context of ecologically relevant variables such as classroom behavior and academic functioning. We present a general conceptual model to highlight conceptual issues relevant to designing clinic-based and laboratory-based instruments for the purposes of diagnosing and monitoring treatment effects in children with ADHD. Application of the model to currently conceptualized core variables indicates that attention and impulsivity-hyperactivity may represent correlative rather than core features of the disorder. We discuss implications of these findings for designing the next generation of clinic-based and laboratory-based instruments.

Executive Functioning in Children with an Autism Spectrum Disorder: Can We Differentiate Within the Spectrum?

“…Besides classical neuropsychological measures, information-processing tasks were also applied (i.e., the change task, the SoP, and the ToL). Contrary to the classical tasks, these tasks measure specific component processes and make experimental manipulations possible (Ozonoff, 1997;Rapport, Chung, Shore, Denney, & Isaacs, 2000). Future research needs to consider the development of valid information-processing EF measures for children (e.g., Anderson, 2002;Archibald & Kerns, 1999;Beveridge, Jarrold, & Pettit, 2002).…”

Neurobehavioural deficits associated with apoptotic neurodegeneration and vulnerability for ADHD

“…The pathophysiology of the disorder remains unresolved, with a complex interaction of genetic, environmental and neurophysiological factors (cf. Rapport et al, 2000;Palomo et al, 2003). The genetic factor contributing to ADHD is substantial (e.g., Fisher et al, 2002;Smalley et al, 2002), reflecting associations with siblings , fathers (Frick et al, 1995) and mothers (Schacher and Wachsmuth, 1990;Faraone et al, 1998;.…”

Computerized Training of Working Memory in Children With ADHD-A Randomized, Controlled Trial

“…Attention de®cit hyperactivity disorder (ADHD) is characterized by inattention, impulsivity, and hyperactivity (American Psychiatric Association, 1994). Among the cognitive de®cits in this disorder, WM impairment is of central importance (Barkley, 1997;Kuntsi, Oosterlaan, & Stevenson, 2001;Mariani & Barkley, 1997;Rapport, Chung, Shore, Denney, & Isaacs, 2000;Westerberg, Hirvikoski, Forssberg, & Klingberg, submitted) and has been suggested to be associated with an impaired function of the frontal lobe (Rubia et al, 1999;Schweitzer et al, 2000;Zametkin et al, 1990).…”