The present study aimed to analyze the executive functioning of a sample of 59 children aged 7-13 with typical development or attentive/hyperactivity difficulties (ADHD symptoms) assessed on learning tests, neuropsychological tests (TeleFE) and evaluated by parents and teachers, through standardized questionnaires (Conners 3 and QUFE). Due to the large number of variables for each test, the main measures were extracted and selected. Working memory was the most deficient domain in children with ADHD symptoms, although not all analyses identified a deficit in this factor. For all the analyzed variables, inattentive ADHD symptoms showed greater difficulties, representing the most dysexecutive form of ADHD. These findings were confirmed by the correlation analyses on the Conners 3 results, that, in addition, highlighted a concordance between teachers evaluations and executive functioning (in particular, general executive factor and memory). Likewise, teachers’ answers to QUFE accurately discriminated the performance of those with ADHD symptoms and without ADHD symptoms, stating greater difficulties in kids with combined ADHD symptoms.
Tele-Assessment of Executive Functioning in Children With Attention Deficit Hyperactivity Disorder Symptoms
Carlotta Rivella;Laura Traverso;Maria Carmen Usai;Paola Viterbori;
2024-01-01
Abstract
The present study aimed to analyze the executive functioning of a sample of 59 children aged 7-13 with typical development or attentive/hyperactivity difficulties (ADHD symptoms) assessed on learning tests, neuropsychological tests (TeleFE) and evaluated by parents and teachers, through standardized questionnaires (Conners 3 and QUFE). Due to the large number of variables for each test, the main measures were extracted and selected. Working memory was the most deficient domain in children with ADHD symptoms, although not all analyses identified a deficit in this factor. For all the analyzed variables, inattentive ADHD symptoms showed greater difficulties, representing the most dysexecutive form of ADHD. These findings were confirmed by the correlation analyses on the Conners 3 results, that, in addition, highlighted a concordance between teachers evaluations and executive functioning (in particular, general executive factor and memory). Likewise, teachers’ answers to QUFE accurately discriminated the performance of those with ADHD symptoms and without ADHD symptoms, stating greater difficulties in kids with combined ADHD symptoms.
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