General versus executive cognitive ability in pupils with ADHD and with milder attention problems

Ulla Ek,1 Joakim Westerlund,2 Elisabeth Fernell31Department of Special Education, 2Department of Psychology, Stockholm University, Stockholm, 3Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg and the Research and Development Centre, Skaraborg Hospital Sk&ouml;vd...

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Autores principales:	Ek U, Westerlund J, Fernell E
Formato:	article
Lenguaje:	EN
Publicado:	Dove Medical Press 2013
Materias:	Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Neurology. Diseases of the nervous system RC346-429
Acceso en línea:	https://doaj.org/article/808f80f3716a4b03b02520041fd096ff
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spelling	oai:doaj.org-article:808f80f3716a4b03b02520041fd096ff2021-12-02T07:48:46ZGeneral versus executive cognitive ability in pupils with ADHD and with milder attention problems1176-63281178-2021https://doaj.org/article/808f80f3716a4b03b02520041fd096ff2013-01-01T00:00:00Zhttp://www.dovepress.com/general-versus-executive-cognitive-ability-in-pupils-with-adhd-and-wit-a12079https://doaj.org/toc/1176-6328https://doaj.org/toc/1178-2021Ulla Ek,1 Joakim Westerlund,2 Elisabeth Fernell31Department of Special Education, 2Department of Psychology, Stockholm University, Stockholm, 3Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg and the Research and Development Centre, Skaraborg Hospital Sk&ouml;vde, SwedenBackground: The aim of this study was to analyze two main types of cognitive domains in school children with different types and severities of attention-related problems. The cognitive domains examined were general cognitive ability and executive abilities.Methods: Three different clinical samples of pupils with school problems were analyzed to assess their cognitive Wechsler Intelligence Scale for Children profiles. In particular, the general cognitive ability index and the executive markers (ie, verbal memory index and processing speed index) were of interest. Of the total sample (n = 198), two main groups were contrasted; one met the full criteria for attention deficit hyperactivity disorder (ADHD)/subthreshold ADHD, and one was comprised of those with milder attention problems, insufficient to meet the criteria for ADHD/subthreshold ADHD.Results: It could be demonstrated that both groups had a significantly higher score on the general cognitive ability index than on measures of working memory and processing speed. This difference was more pronounced for boys.Conclusion: These types of cognitive differences need to be considered in children with different kinds of learning, behavior, and attention problems; this is also true for children presenting with an average general intelligence quotient and with milder attention problems. Current educational expectations are demanding for children with mild difficulties, and such cognitive information will add to the understanding of the child&#39;s learning problems, hopefully leading to a better adapted education than that conventionally available.Keywords: working memory, processing speed, children, learning and attention problems, attention deficit hyperactivity disorder, subthresholdEk UWesterlund JFernell EDove Medical PressarticleNeurosciences. Biological psychiatry. NeuropsychiatryRC321-571Neurology. Diseases of the nervous systemRC346-429ENNeuropsychiatric Disease and Treatment, Vol 2013, Iss default, Pp 163-168 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Neurology. Diseases of the nervous system RC346-429
spellingShingle	Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Neurology. Diseases of the nervous system RC346-429 Ek U Westerlund J Fernell E General versus executive cognitive ability in pupils with ADHD and with milder attention problems
description	Ulla Ek,1 Joakim Westerlund,2 Elisabeth Fernell31Department of Special Education, 2Department of Psychology, Stockholm University, Stockholm, 3Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg and the Research and Development Centre, Skaraborg Hospital Sk&ouml;vde, SwedenBackground: The aim of this study was to analyze two main types of cognitive domains in school children with different types and severities of attention-related problems. The cognitive domains examined were general cognitive ability and executive abilities.Methods: Three different clinical samples of pupils with school problems were analyzed to assess their cognitive Wechsler Intelligence Scale for Children profiles. In particular, the general cognitive ability index and the executive markers (ie, verbal memory index and processing speed index) were of interest. Of the total sample (n = 198), two main groups were contrasted; one met the full criteria for attention deficit hyperactivity disorder (ADHD)/subthreshold ADHD, and one was comprised of those with milder attention problems, insufficient to meet the criteria for ADHD/subthreshold ADHD.Results: It could be demonstrated that both groups had a significantly higher score on the general cognitive ability index than on measures of working memory and processing speed. This difference was more pronounced for boys.Conclusion: These types of cognitive differences need to be considered in children with different kinds of learning, behavior, and attention problems; this is also true for children presenting with an average general intelligence quotient and with milder attention problems. Current educational expectations are demanding for children with mild difficulties, and such cognitive information will add to the understanding of the child&#39;s learning problems, hopefully leading to a better adapted education than that conventionally available.Keywords: working memory, processing speed, children, learning and attention problems, attention deficit hyperactivity disorder, subthreshold
format	article
author	Ek U Westerlund J Fernell E
author_facet	Ek U Westerlund J Fernell E
author_sort	Ek U
title	General versus executive cognitive ability in pupils with ADHD and with milder attention problems
title_short	General versus executive cognitive ability in pupils with ADHD and with milder attention problems
title_full	General versus executive cognitive ability in pupils with ADHD and with milder attention problems
title_fullStr	General versus executive cognitive ability in pupils with ADHD and with milder attention problems
title_full_unstemmed	General versus executive cognitive ability in pupils with ADHD and with milder attention problems
title_sort	general versus executive cognitive ability in pupils with adhd and with milder attention problems
publisher	Dove Medical Press
publishDate	2013
url	https://doaj.org/article/808f80f3716a4b03b02520041fd096ff
work_keys_str_mv	AT eku generalversusexecutivecognitiveabilityinpupilswithadhdandwithmilderattentionproblems AT westerlundj generalversusexecutivecognitiveabilityinpupilswithadhdandwithmilderattentionproblems AT fernelle generalversusexecutivecognitiveabilityinpupilswithadhdandwithmilderattentionproblems
_version_	1718399166028185600

General versus executive cognitive ability in pupils with ADHD and with milder attention problems

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