Journal ArticleDOI
The adolescent outcome of hyperactive children diagnosed by research criteria: II. Academic, attentional, and neuropsychological status.
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One hundred hyperactive children meeting research diagnostic criteria and 60 community control children were followed prospectively over an 8-year period into adolescence as mentioned in this paper and found that hyperactive Ss demonstrated impaired academic achievement, impaired attention and impulse control, and greater off-task, restless, and vocal behavior during an academic task, compared with control Ss.Abstract:
One hundred hyperactive children meeting research diagnostic criteria and 60 community control children were followed prospectively over an 8-year period into adolescence. Younger (12-14 years) and older (15-20 years) groups were tested on measures of academic skills, attention and impulse control, and select frontal lobe functions. At follow-up, hyperactive Ss demonstrated impaired academic achievement, impaired attention and impulse control, and greater off-task, restless, and vocal behavior during an academic task, compared with control Ss. The limited set of frontal lobe measures did not differentiate the groups. Age did not interact with group membership. However, several measures showed age-related declines in both groups. It is concluded that hyperactive children may remain chronically impaired in academic achievement, inattention, and behavioral disinhibition well into their late adolescent years.read more
Citations
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Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD.
TL;DR: A theoretical model that links inhibition to 4 executive neuropsychological functions that appear to depend on it for their effective execution is constructed and finds it to be strongest for deficits in behavioral inhibition, working memory, regulation of motivation, and motor control in those with ADHD.
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Validity of the executive function theory of attention-deficit/hyperactivity disorder: a meta-analytic review.
TL;DR: Difficulties with EF appear to be one important component of the complex neuropsychology of ADHD, and moderate effect sizes and lack of universality of EF deficits among individuals with ADHD suggest that EF weaknesses are neither necessary nor sufficient to cause all cases of ADHD.
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Executive Functions and Developmental Psychopathology
TL;DR: It is revealed that EF deficits are consistently found in both ADHD and autism but not in CD (without ADHD) or in TS, and both the severity and profile of EF deficits appears to differ across ADHD and Autism.
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The Adolescent Outcome of Hyperactive Children Diagnosed by Research Criteria: I. An 8-Year Prospective Follow-up Study
TL;DR: The use of research criteria for diagnosing children as hyperactive identifies a pattern of behavioral symptoms that is highly stable over time and associated with considerably greater risk for family disturbance and negative academic and social outcomes in adolescence than has been previously reported.
Journal ArticleDOI
Externalizing behavior problems and academic underachievement in childhood and adolescence: causal relationships and underlying mechanisms.
TL;DR: In this paper, the authors reviewed concepts and measurement issues surrounding externalizing behavior problems and academic underachievement, the strength and specificity of the covariation between these domains, and the viability of explanatory models that link these areas.
References
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A behavioral analysis of degree of reinforcement and ease of shifting to new responses in a Weigl-type card-sorting problem.
David A. Grant,Esta Berg +1 more
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Normative data on revised Conners Parent and Teacher Rating Scales.
TL;DR: Normative data are presented for 570 children on newly revised versions of the Conners Parent and Teacher Rating Scales, found to be significant determinants of children 's scores, while social class effects were nonsignificant.