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Objective. To examine the profile of executive function (EF) performance in children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) as function of their subtypes and comorbid disorders. Methods. Two hundred and eighteen, 6-12 year old children clinically diagnosed with ADHD were characterised according to their clinical profile. Various EF domains were assessed while children were not on medication. General cognitive performance was assessed using Wechsler Intelligence Scale for Children. Results. 54.1% of children were diagnosed with combined subtype, 34.9% with inattentive subtype and 11% with hyperactive subtype. Significant age difference was found in ADHD subtype distribution and significant age and IQ difference was found in EF performance. After controlling for age and IQ no association was found between EF and ADHD subtypes or EF and comorbid disorders. Conclusion. These results indicate that age and IQ play an important role in cognitive task performance.

This study looked at facilitation, or improvement, of behavioral responses, such as quicker reaction times and improved accuracy in participants with subclinical attention deficits and a control group. Studies have looked at auditory and somatosensory (i.e., touch) stimuli and found that when presented simultaneously there were both neuronal benefits (Simon‐Dack & Teder‐Salejarvi, 2008) and behavioral benefits (Sperdin, Cappe,Foxe & Murray, 2009). The ability to attend to the stimulus is necessary for multisensory facilitation and when attention is not paid to both sensory inputs multisensory facilitation may not occur (Talsma & Woldorff, 2007). This study used a sustained-attention target task to compare how people with subclinical attention deficits and controls performing a multisensory integration task. Both populations performed faster in the multisensory condition than in the unisensory condition, but controls also saw an increase twice that of the increase for participants with subclinical attention deficits. This suggests a trend towards true behavioral facilitation in controls that would support the neuronal benefits found by past studies (Simon-Dack and Teder-Salejarvi, 2008). On the other hand, not seeing this trend in participants with subclinical attention deficits would suggest that even small attention deficits can interfere with multisensory facilitation. / Department of Psychological Science

Bakgrund: Personer med Attention- Deficit/Hyperactivity Disorder (ADHD) har ofta svårigheter att hantera sin vardag på många olika plan. Arbetsterapeutisk behandling syftar till att underlätta det dagliga livet och därmed minska svårigheterna som personer med ADHD upplever i sin vardag. Syfte: Syftet med denna studie är att beskriva arbetsterapeutiska åtgärder samt dess effekt och betydelse för personer med personer med ADHD. Metod: Studien är en litteraturöversikt där både kvalitativ och kvantitativ forskning ingår. Sökningen efter aktuell forskning utfördes i databaserna Cinahl och PsycInfo. Totalt 11 artiklar uppfyllde urvalskriterierna. Interventionerna i studierna kategoriserades efter liknande innehåll. Resultat: Interventionskategorierna syftade på att förbättra den sociala och motoriska färdigheten, anpassa miljön, förändra aktivitetsutförandet och att ge psykoeduktiv behandling till omgivningen. Den främst använda interventionskategorin är social färdighetsträning och känslokontroll. Ett flertal av de arbetsterapeutiska interventionerna riktas samtidigt mot en eller flera kategorier, som en del av den arbetsterapeutiska behandlingen. Resultatet av denna studie visar att arbetsterapeutisk behandling kan minska svårigheterna från ADHD och hjälper klienterna i det dagliga livet. Slutsats: Betydelsen av en flerdimensionell arbetsterapeutisk behandling framkommer tydligt i denna studie. Även en enskild arbetsterapeutisk intervention har effekt och påverkan inom flera aktivitetsområden.

Some children exhibit inattentive, and perhaps also hyperactive and Impulsive behaviour In the classroom at a very frequent and severe level. These behavioural characteristics are reflected in the criteria for the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD have been found to achieve lower grades at school than their peers. This study investigated the extent to which pupils with severe ADHD symptoms, but not necessarily diagnosed with the condition, were at risk of similar academic outcomes. The effect of different teaching and classroom management strategies on the concentration and attention of these children were also explored. The reading and mathematics achievements of a large sample of pupils were assessed at the start of reception, the end of reception and then again at the end of key stage 1. Class teachers assessed the behaviour of these pupils at the end of reception using a rating scale based upon the diagnostic criteria for ADHD in Version 4 of the Diagnostic and Statistical Manual for Mental Disorders (American Psychiatric Association, 1994).The proportion of children with severe ADHD symptoms was found to be similar to previous estimates of the prevalence of children with each sub-type of ADHD derived from teacher assessments, but higher than the rates of prevalence of ADHD published by the American Psychiatric Association (1994).The reading and mathematics attainment and value-added of children with severe ADHD symptoms were found to be educationally and statistically significantly lower than their peers. The data replicated previous studies that had investigated the achievement of children with ADHD.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1994. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Judith Wiener.