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Freier Beitrag

Intelligenz- und Aufmerksamkeitsleistungen von Jungen mit ADHS

Published Online:February 28, 2015https://doi.org/10.1024/1661-4747/a000040

Abstract

Es wurden die Leistungen von 85 Jungen mit unbehandeltem ADHS im Alter von 6 bis 13 Jahren in den Indizes Arbeitsgedächtnis und Verarbeitungsgeschwindigkeit des HAWIK-IV sowie die Leistungen einer Teilstichprobe von 68 Kindern im Alter von 6 bis 10 Jahren in der Testbatterie zur Aufmerksamkeitsprüfung für Kinder (KITAP) erfasst. Zusätzlich zum Vergleich der Ergebnisse dieser Gruppen mit Normwerten wurden die Ergebnisse der Kinder mit kombiniertem und vorwiegend hyperaktiv-impulsivem ADHS-Typ sowie der Kinder mit dem vorwiegend unaufmerksamen ADHS-Typ getrennt analysiert. Es zeigten sich signifikante Defizite in den Bereichen Arbeitsgedächtnis, Reaktionszeitstabilität, Inhibition, kognitive Flexibilität, Daueraufmerksamkeit und geteilte Aufmerksamkeit mit Effektstärken im mittleren bis großen Bereich. Unterschiede zur Norm in der Verarbeitungsgeschwindigkeit traten nur in der Gruppe des unaufmerksamen Subtyps auf. Bei maximal 50 % der Kinder konnten in den genannten Parametern auffällige Minderleistungen festgestellt werden.


Components of Intelligence and Attention in Boys with ADHD

In the present study we compared the performance of boys with ADHD with the norms from the general population. We measured the performance of 85 boys with newly diagnosed ADHD aged 6 to 13 in the Working Memory Index and the Processing Speed Index of the German version of the Wechsler Intelligence Scale for Children (WISC-IV) as well as the performance of 68 of those children (aged 6 to 10) in the Test of Attentional Performance for Children (KITAP). Additionally to the comparison between the results of the complete sample with the standardization data we conducted analyses for children with the Combined and the Primarily Hyperactive subtypes and children with the Primarily Inattentive subtype separately. The children showed deficits in working memory, stability of reaction time, inhibition, cognitive flexibility, sustained attention and divided attention with effect sizes lying in the moderate to large range. Differences to the norm in processing speed were shown only in the group of children with the Primarily Inattentive subtype. In all investigated parameters a maximum of 50 % of children showed performance below average.

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