Executive Function in ADHD

Executive Function (EF) is a psychological construct that is composed of multiple interrelated high-level cognitive skills. Various theoretical models of Executive Function have been developed, and these models have influenced research and clinical practices. Cognitive skills commonly ascribed to this domain are: “Cold” executive for example strategic planning, organization, goal setting, behavior monitoring, problem solving, inhibition, working memory, cognitive flexibility and “Hot” executive such as empathy, theory of mind, emotional regulation, affective decision making. Cold and Hot EFs are considered intimately connected and are almost always utilized in combination for daily functions. Several authors have proposed that symptoms of attention-deficit/hyperactivity disorder arise from a primary deficit in specific EF domain such as response inhibition or working memory or a more general weakness in executive control. The purpose of current research is to evaluate the executive functioning in children with ADHD and to identify developmental trajectories in this clinical population. 1030 subjects took part in this research, 980 control subjects and 50 children diagnosed with ADHD. All subjects aged between 8 to 13 years and had IQ bigger than or equal to 85 and the presence of ADHD was tested using Conners’ Scale. The subjects were administered a new neuropsychological battery including: Daily Planning task, Battersea multitasking Paradigm Task, Brixton Task, Gambling Task. Parents and Teachers were asked to complete the questionnaire for evaluation of EF. Consist with literature children with ADHD exhibited executive function deficits on both neuropsychological tests and questionnaires completed by parents and teachers. The performance of ADHD are lower and qualitatively different than those of controls in all tests. In ADHD children we also note age-dependent changes in memory, planning and organizational skills.