TY - JOUR
T1 - Process examination of executive function in ADHD
T2 - Sex and subtype effects
AU - Wodka, Ericka L.
AU - Mostofsky, Stewart H.
AU - Prahme, Cristine
AU - Gidley Larson, Jennifer C.
AU - Loftis, Christopher
AU - Denckla, Martha B.
AU - Mark Mahone, E.
N1 - Funding Information:
Supported by HD-24061 (Mental Retardation and Developmental Disabilities Research Center), R01 NS043480, K08 NS02039, K02 NS044850, R01 NS047781, HRSA 6R03MC00030, M01 RR00052 (Johns Hopkins General Clinical Research Center).
PY - 2007/11
Y1 - 2007/11
N2 - To examine effects of group (Attention-Deficit/Hyperactivity Disorder [ADHD] versus Typically Developing [TD]), sex, and ADHD subtype on "process/optional" measures of executive functioning, children (n = 123; 54 ADHD, 69 TD) aged 8-16 completed subtests from the D-KEFS. No group, sex, or ADHD subtype effects were found on optional measures from the Trail Making, Color-Word Interference, and Tower tests. A significant interaction was found for Verbal Fluency Total Repetition Errors; boys with Combined/ Hyperactive-Impulsive (ADHD-C/HI) type ADHD performed better than ADHD-C/HI girls, whereas girls with Inattentive type ADHD (ADHD-I) performed better than ADHD-I boys. Overall, children with ADHD did not differ from TD on most optional measures from the D-KEFS. When sex and ADHD subtype were considered, children with the subtype of ADHD less common for sex were at greater risk for poorer performance.
AB - To examine effects of group (Attention-Deficit/Hyperactivity Disorder [ADHD] versus Typically Developing [TD]), sex, and ADHD subtype on "process/optional" measures of executive functioning, children (n = 123; 54 ADHD, 69 TD) aged 8-16 completed subtests from the D-KEFS. No group, sex, or ADHD subtype effects were found on optional measures from the Trail Making, Color-Word Interference, and Tower tests. A significant interaction was found for Verbal Fluency Total Repetition Errors; boys with Combined/ Hyperactive-Impulsive (ADHD-C/HI) type ADHD performed better than ADHD-C/HI girls, whereas girls with Inattentive type ADHD (ADHD-I) performed better than ADHD-I boys. Overall, children with ADHD did not differ from TD on most optional measures from the D-KEFS. When sex and ADHD subtype were considered, children with the subtype of ADHD less common for sex were at greater risk for poorer performance.
KW - ADHD
KW - D-KEFS
KW - Executive function
KW - Process approach
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U2 - 10.1080/13854040701563583
DO - 10.1080/13854040701563583
M3 - Article
C2 - 18609314
AN - SCOPUS:50649122049
SN - 1385-4046
VL - 22
SP - 826
EP - 841
JO - Clinical Neuropsychologist
JF - Clinical Neuropsychologist
IS - 5
ER -