Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

01-02-2011

Cognitive Deficits and Positively Biased Self-Perceptions in Children with ADHD

Auteurs: Julia D. McQuade, Meghan Tomb, Betsy Hoza, Daniel A. Waschbusch, Elizabeth A. Hurt, Aaron J. Vaughn

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 2/2011

Abstract

This study examined the relation between cognitive deficits and positive bias in a sample of 272 children with and without Attention Deficit Hyperactivity Disorder (ADHD; 7–12 years old). Results indicated that children with ADHD with and without biased self-perceptions exhibit differences in specific cognitive deficits (executive processes, working memory, broad attention, and cognitive fluency) compared to each other and to control children. Further, specific cognitive deficits emerged as partial mediators of the relation between ADHD diagnostic status and positive bias. Interestingly, some differences in results emerged based on the domain considered (academic, social, behavioral competence). Results lend initial support to the role of cognitive deficits in the positive bias of some children with ADHD. Implications for future research and intervention are discussed.

vorige artikel How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation

Readers should be aware that although researchers argue that the clusters of the WJ-III are conceptually independent constructs, the Broad Attention and Working Memory clusters are highly correlated in this sample (0.92) and in the WJ-III normative sample (0.89 to 0.90). Given this correlation, readers may want to interpret results of only one of the two clusters. However we report all four clinical cluster scores implicated in the impairments of children with ADHD (Ford et al. 2003) so that those interested in the WJ-III clusters can examine all results.

In group comparison analyses, the interaction of the CDI total score and group also was examined. Across all analyses, there were no significant interactions of the CDI total score with group. Thus the interaction term was not included in the final model.

Given that a small subset of children in the comparison group demonstrated a positive bias greater than 1 in the academic (n = 5), social (n = 10), or behavioral conduct (n = 10) domain, group comparison analyses also were conducted excluding comparison children with a positive bias. Across all analyses, results were consistent when control children with a positive bias were excluded.

Abikoff, B., Jensen, P. S., Arnold, L. L. E., Hoza, B., Hechtman, L., Pollack, S., et al. (2002). Observed classroom behavior of children with ADHD: relationship to gender and comorbidity. Journal of Abnormal Child Psychology, 30, 349–359.CrossRefPubMed

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for ASEBA school-age forms & profiles. Burlington: University of Vermont, Research Center for Children, Youth, & Families.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th Edition-text revision). Author: Washington D.C.CrossRef

Barkley, R. A. (1997). Behavioral inhibition, sustained attention and executive functions: constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65–94.CrossRefPubMed

Barton, B., & North, K. (2006). The self-concept of children and adolescents with neurofibromatosis type 1. Child: Care, Health and Development, 33, 401–408.CrossRef

Bell, M., Bryson, G., Greig, T., Corcoran, C., & Wexler, B. E. (2001). Neurocogntive enhancement therapy with work therapy: effects on neuropsychological test performance. Archives of General Psychiatry, 58, 763–768.CrossRefPubMed

Bellanti, C. J., & Bierman, K. L. (2000). Disentangling the impact of low cognitive ability and inattention on social behavior and peer relationships. Journal of Clinical Child Psychology, 29, 66–75.CrossRefPubMed

Bjorklund, D. F. (1997). The role of immaturity in human development. Psychological Bulletin, 122, 153–169.CrossRefPubMed

Clark, C., Prior, M., & Kinsella, G. (2002). The relationship between executive function abilities, adaptive behavior, and academic achievement in children with externalizing behavior problems. Journal of Child Psychology and Psychiatry, 43, 785–796.CrossRefPubMed

Denny, C. B., & Rapport, M. D. (2000). Cognitive pharmacology of stimulant drugs in AD/HD. In M. Solanto, A. F. T. Arnsten, & F. X. Castellanos (Eds.), Stimulant drugs and ADHD: Basic and clinical neuroscience (pp. 283–302). New York: Oxford University Press.

Diener, M. B., & Milich, R. (1997). Effects of positive feedback on the social interactions of boys with attention deficit hyperactivity disorder: a test of the self-protective hypothesis. Journal of Clinical Child Psychology, 26(3), 256–265.CrossRefPubMed

DuPaul, G. J., McGoey, K. E., Eckert, T. L., & VanBrakle, J. (2001). Preschool children with attention-deficit/hyperactivity disorder: impairments in behavioral, social, and school functioning. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 508–515.CrossRefPubMed

Ek, U., Westerlund, J., Holmberg, K., & Fernell, E. (2008). Self-esteem in children with attention and/or learning deficits: the importance of gender. Acta Pediatrica, 97, 1125–1130.CrossRef

Ford, L., Floyd, R. G., Keith, T. Z., Fields, C., & Schrank, F. A. (2003). Using the Woodcock-Johnson III Tests of Cognitive Abilities with studends with attention deficit/hyperactivity disorder. In F. A. Schrank & D. P. Flanagan (Eds.), WJ III clinical use and interpretation: Scientist-practitioner perspectives. San Diego: Academic.

Geva, R., Yosipof, R., Eshel, R., Leitner, Y., Valevski, A. F., & Harel, S. (2009). Readiness and adjustment to school for children with Intrauterine Growth Restriction (IUGR): and extreme test case paradigm. Exceptional Children, 75, 211–230.

Harter, S. (1985). Manual for the self perception profile for children. Unpublished Manuscript, University of Denver

Hoza, B., Waschbusch, D. A., Pelham, W. E., Molina, B. S. G., & Milich, R. (2000). Attention-deficit/hyperactivity disordered and control boys’ responses to social success and failure. Child Development, 71, 432–446.CrossRefPubMed

Hoza, B., Pelham, W. E., Waschbusch, D. A., Kipp, H., & Owens, J. S. (2001). Academic task persistence of normally achieving ADHD and control boys: performance, self-evaluations, and attributions. Journal of Consulting and Clinical Psychology, 69, 271–283.CrossRefPubMed

Hoza, B., Pelham, W. E., Dobbs, J., Owens, J. S., & Pillow, D. R. (2002). Do boys with Attention-Deficit/Hyperactivity Disorder have positive illusory self-concepts? Journal of Abnormal Psychology, 111, 268–278.CrossRefPubMed

Hoza, B., Gerdes, A. C., Hinshaw, S. P., Arnold, L. E., Pelham, W. E., Molina, B. S., et al. (2004). Self-perceptions of competence in children with ADHD and comparison children. Journal of Consulting and Clinical Psychology, 72, 382–391.CrossRefPubMed

Hoza, B., Murray-Close, D., Arnold, L. E., Hinshaw, S. P., & MTA Cooperative Group. (2010). Time-dependent changes in positive illusory self-perceptions of children with ADHD: a developmental psychopathology perspective. Development and Psychopathology, 22, 375–390.CrossRefPubMed

Huang-Pollock, C. L., Mikami, A. Y., Piffner, L., & McBurnett, K. (2009). Can executive functions explain the relationship between attention deficit hyperactivity disorder and social adjustment? Journal of Abnormal Child Psychology, 37, 679–691.CrossRefPubMed

Huberty, C. J., & Morris, J. D. (1989). Multivariate analysis versus univariate analyses. Psychological Bulletin, 105, 302–308.CrossRef

Kaiser, N. M., Hoza, B., Pelham, W. E., Gnagy, E., & Greiner, A. R. (2008). ADHD status and degree of positive illusions: moderational and meditational relations with actual behavior. Journal of Attention Disorders, 12, 227–238.PubMed

Kovacs, M. (1992). Children’s Depression Inventory (CDI) manual. North Tonawanda: Multi-Health Systems.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77, 1121–1134.CrossRefPubMed

Martel, M., Nikolas, N., & Nigg, J. T. (2007). Executive functioning in adolescents with ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1437-1444.

Mather, N., & Woodcock, R. W. (2001). Examiner’s manual. Woodcock-Johnson III tests of cognitive abilities. Itasca: Riverside Publishing.

McGlynn, S. M., & Schacter, D. L. (1989). Unawareness of deficits in neuropsychological syndromes. Journal of Clinical and Experimental Neuropsychology, 11, 143–205.CrossRefPubMed

McQuade, J. D., & Hoza, B. (2008). Peer problems in ADHD: current status and future directions. Developmental Disabilities Research Reviews, 14, 320–324.CrossRefPubMed

Mrug, S., Hoza, B., & Gerdes, A. C. (2001). Children with Attention-deficit/Hyperactivity Disorder: Peer relationships and peer-oriented interventions. In W. Damon (Series Ed.), D. W. Nangle, & C. A. Erdley (Eds.), New directions for child and adolescent development: No. 91. the role of friendship in psychological adjustment (pp. 51–77). San Francisco: Jossey-Bass.

Nigg, J. T. (2006). What causes ADHD? Understanding what goes wrong and why. New York: Guilford.

Owens, J. S., & Hoza, B. (2003). The role of inattention and hyperactivity/impulsivity in the positive illusory bias. Journal of Consulting and Clinical Psychology, 71(4), 680–691.CrossRefPubMed

Owens, J. S., Goldfine, M. E., Evangelista, N. M., Hoza, B., & Kaiser, N. M. (2007). A critical review of self-perceptions and the positive illusory bias in children with ADHD. Clinical Child and Family Psychological Review, 10, 335–351.CrossRef

Owensworth, T. L., McFarland, K. M., & Young, R. (2002). The investigation of factors underlying deficits in self-awareness and self-regulation. Brain Injury, 16, 291–309.CrossRef

Pelham, W. E., Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 210–218.CrossRefPubMed

Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence-based assessment of Attention Deficit Hyperactivity Disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449–476.CrossRefPubMed

Penny, A. M., Waschbusch, D. A., Carrey, N., & Drabman, R. S. (2005). Applying a psychoeducational perspective to ADHD. Journal of Attention Disorders, 8(4), 208–220.CrossRefPubMed

Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36, 717–731.CrossRef

Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891.CrossRefPubMed

Rogers, M. A., Kasai, K., Koji, M., Fukuda, R., Iwanami, A., Nakagome, K., et al. (2005). Executive and prefrontal dysfunction in unipolar depression: a review of neuropsychological and imaging evidence. Neuroscience Research, 50, 1–11.CrossRef

Schrank, F. A., & Flanagan, D. P. (2003). WJ III clinical use and interpretation: Scientist-practitioner perspectives. San Diego: Academic.

Schrank, F. A., Flanagan, D. P., Woodcock, R. W., & Mascolo, J. T. (2002). The essentials of WJ III abilities assessment. In A. S. Kaufman & N. L. Kaufman (Eds.), Essentials of psychological assessment series. New York: Wiley.

Shad, M. U., Tamminga, C. A., Cullum, M., Haas, G. L., & Kashavan, M. S. (2006). Insight and the frontal cortical function in schizophrenia: a review. Schizophrenia Research, 86, 54–70.CrossRefPubMed

Shaffer, D., Fisher, P., Lucas, C., Dulcan, M., & Schwab-Stone, M. (2000). NIMH Diagnostic Interview Schedule for Children version IV (NIMH DISC-IV): description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28–38.CrossRefPubMed

Stablum, F., Umiltá, C., Mogentale, C., Carlan, M., & Guerrini, C. (2000). Rehabilitation of executive deficits in closed head injury and anterior communicating artery aneurysm patients. Psycholigcal Research, 63, 265–278.CrossRef

Starkstein, S. E., Jorge, R., Mizrahi, R., & Robinson, R. G. (2006). A diagnostic formulation for anosognosia in Alzheimer’s disease. Journal of Neurology, Neurosurgery and Psychiatry, 77, 719–725.CrossRef

Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: a social psychological perspective on mental health. Psychological Bulletin, 103, 193–210.CrossRefPubMed

Tomb, M. T., Hoza, B., Gerdes, A. C., Kaiser, N., & Vaughn, A. J. (2010). The relation among Attention-Deficit/Hyperactivity Disorder subtypes, depressive symptomatology, and self-perceptions of competence. Manuscript submitted for publication.

Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III. Itasca: Riverside Publishing.

Zadeh, Z. Y., Im-Bolter, N., & Cohen, N. J. (2007). Social cognition and externalizing psychopathology: an investigation of the mediating role of language. Journal of Abnormal Child Psychology, 35, 141–152.CrossRefPubMed

Titel: Cognitive Deficits and Positively Biased Self-Perceptions in Children with ADHD
Auteurs: Julia D. McQuade
Meghan Tomb
Betsy Hoza
Daniel A. Waschbusch
Elizabeth A. Hurt
Aaron J. Vaughn
Publicatiedatum: 01-02-2011
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 2/2011
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-010-9453-7

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2011

The Role of Heavy Alcohol Use in the Developmental Process of Desistance in Dating Aggression during Adolescence

Longitudinal Pathways Between Political Violence and Child Adjustment: The Role of Emotional Security about the Community in Northern Ireland

The Role of Temperament and Personality in Problem Behaviors of Children with ADHD

Childhood Peer Status and Adult Susceptibility to Anxiety and Depression. A 30-Year Hospital Follow-up

Transactional Associations Between Youths’ Responses to Peer Stress and Depression: The Moderating Roles of Sex and Stress Exposure

Stability of Early Identified Aggressive Victim Status in Elementary School and Associations with Later Mental Health Problems and Functional Impairments