An evaluation of the effect of methylphenidate on working memory, time perception, and choice impulsivity in children with ADHD.

Children with attention deficit hyperactivity disorder (ADHD) are often reported to have deficits of time perception. However, there is a strong relation between performance on tasks of working memory and time perception. Thus, it is possible that the poor performance of children with ADHD on time perception results from their deficit of working memory. In this study, the working memory of participants was separately assessed; therefore, we could explore the relationship between working memory and time perception of children with ADHD. Fifty-six children with ADHD and those of healthy controls completed tasks measuring working memory and time perception. The results showed that the time discrimination ability of children with ADHD was poorer than that of controls. However, there was a strong association between time perception and working memory. After controlling working memory and intelligence, the time discrimination ability of children with ADHD was not significantly poorer than that of controls. We suggest that there is an interdependent relationship between time perception and working memory for children with ADHD.

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Working Memory Low in Children With ADHD

Clinical Psychiatry News ◽

10.1016/s0270-6644(08)70391-6 ◽

2008 ◽

Vol 36 (6) ◽

pp. 22

Author(s):

KERRI WACHTER

Keyword(s):

Working Memory ◽

Children With Adhd

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Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study

Journal of Attention Disorders ◽

10.1177/10870547211012039 ◽

2021 ◽

pp. 108705472110120

Author(s):

Kelly D. Carrasco ◽

Chi-Ching Chuang ◽

Gail Tripp

Keyword(s):

Academic Achievement ◽

Working Memory ◽

Word Reading ◽

Spatial Working Memory ◽

Verbal Working Memory ◽

The United States ◽

Children With Adhd ◽

Visual Spatial ◽

Visual Spatial Working Memory ◽

Predictors Of Academic Achievement

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.

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Good Holders, Bad Shufflers: An Examination of Working Memory Processes and Modalities in Children with and without Attention-Deficit/Hyperactivity Disorder

Journal of the International Neuropsychological Society ◽

10.1017/s1355617715001010 ◽

2015 ◽

Vol 22 (1) ◽

pp. 1-11 ◽

Cited By ~ 9

Author(s):

Ashley N. Simone ◽

Anne-Claude V. Bédard ◽

David J. Marks ◽

Jeffrey M. Halperin

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Working Memory ◽

Attention Deficit ◽

Digit Span ◽

Specific Pattern ◽

Significant Group ◽

Children With Adhd ◽

Hyperactivity Disorder ◽

Group Condition ◽

Visual Spatial

AbstractThe aim of this study was to examine working memory (WM) modalities (visual-spatial and auditory-verbal) and processes (maintenance and manipulation) in children with and without attention-deficit/hyperactivity disorder (ADHD). The sample consisted of 63 8-year-old children with ADHD and an age- and sex-matched non-ADHD comparison group (N=51). Auditory-verbal and visual-spatial WM were assessed using the Digit Span and Spatial Span subtests from the Wechsler Intelligence Scale for Children Integrated - Fourth Edition. WM maintenance and manipulation were assessed via forward and backward span indices, respectively. Data were analyzed using a 3-way Group (ADHD vs. non-ADHD)×Modality (Auditory-Verbal vs. Visual-Spatial)×Condition (Forward vs. Backward) Analysis of Variance (ANOVA). Secondary analyses examined differences between Combined and Predominantly Inattentive ADHD presentations. Significant Group×Condition (p=.02) and Group×Modality (p=.03) interactions indicated differentially poorer performance by those with ADHD on backward relative to forward and visual-spatial relative to auditory-verbal tasks, respectively. The 3-way interaction was not significant. Analyses targeting ADHD presentations yielded a significant Group×Condition interaction (p=.009) such that children with ADHD-Predominantly Inattentive Presentation performed differentially poorer on backward relative to forward tasks compared to the children with ADHD-Combined Presentation. Findings indicate a specific pattern of WM weaknesses (i.e., WM manipulation and visual-spatial tasks) for children with ADHD. Furthermore, differential patterns of WM performance were found for children with ADHD-Predominantly Inattentive versus Combined Presentations. (JINS, 2016, 22, 1–11)

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Intra-Individual Variability Among Children with ADHD on a Working Memory Task: An Ex-Gaussian Approach

Child Neuropsychology ◽

10.1080/09297040802646991 ◽

2009 ◽

Vol 15 (5) ◽

pp. 441-459 ◽

Cited By ~ 57

Author(s):

Wendy M. Buzy ◽

Deborah R. Medoff ◽

Julie B. Schweitzer

Keyword(s):

Working Memory ◽

Memory Task ◽

Individual Variability ◽

Children With Adhd

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Evidence for a pure time perception deficit in children with ADHD

Journal of Child Psychology and Psychiatry ◽

10.1111/1469-7610.00043 ◽

2002 ◽

Vol 43 (4) ◽

pp. 529-542 ◽

Cited By ~ 164

Author(s):

Anna Smith ◽

Eric Taylor ◽

Jody Warner Rogers ◽

Stuart Newman ◽

Katya Rubia

Keyword(s):

Time Perception ◽

Children With Adhd

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The predictive role of working memory and impulsivity in internet addiction, an investigation about the mediating role of time perception

Personality and Individual Differences ◽

10.1016/j.paid.2021.111280 ◽

2022 ◽

Vol 185 ◽

pp. 111280

Author(s):

Salar Khanbabaei ◽

Mohammad Hossein Abdollahi ◽

Mahnaz Shahgholian

Keyword(s):

Working Memory ◽

Time Perception ◽

Internet Addiction ◽

Mediating Role ◽

Predictive Role

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Comparative Efficacy of Structured Games and Behavioural Parent Training on Working Memory in Children with Attention Deficit Hyperactivity Disorder: A Pilot Study

JOURNAL FOR CLINICAL AND DIAGNOSTIC RESEARCH ◽

10.7860/jcdr/2020/43576.13807 ◽

2020 ◽

Author(s):

Raghumahanti Raghuveer ◽

. Ruchi

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Working Memory ◽

Parent Training ◽

Attention Deficit ◽

Uttar Pradesh ◽

Test Time ◽

Children With Adhd ◽

Hyperactivity Disorder ◽

Significant Difference ◽

Behavioural Parent Training

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) may develop during the preschool years of the child and extend into adulthood. ADHD also leads to impaired Working Memory (WM) creating problems in various functions. Aim: To compare the effectiveness of behavioural parent training and structured games on WM of children with ADHD. Materials and Methods: This prospective interventional study was conducted in 18 schools of Ghaziabad City, Uttar Pradesh, India. Seventy subjects were selected based on Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) criteria. Group A (n=35) received structured games and Group B (n=35) received Behavioural Parent Training (BPT). Seguin Form Board Test Time (SFBTT) was recorded as outcome on baseline and 5th week. Student’s paired and unpaired t-test was done. SPSS 22.0 version was the software used and p<0.05 was considered as level of significance. Results: Analysed data showed significant results within structured games group with t=2.355, p<0.05, and no significant result within BPT group with t=-0.776, p>0.05. Between group comparison showed significant difference with t=-2.804, p<0.05. Conclusion: Training of WM in form of structured games can be an effective method when compared to BPT in children with ADHD.

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