Common Cognitive Deficits in Children with Attention-Deficit/Hyperactivity Disorder and Autism: Working Memory and Visual-Motor Integration

Autor/inn/en	Englund, Julia A.; Decker, Scott L.; Allen, Ryan A.; Roberts, Alycia M.
Titel	Common Cognitive Deficits in Children with Attention-Deficit/Hyperactivity Disorder and Autism: Working Memory and Visual-Motor Integration
Quelle	In: Journal of Psychoeducational Assessment, 32 (2014) 2, S.95-106 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282913505074
Schlagwörter	Cognitive Ability; Neurological Impairments; Attention Deficit Hyperactivity Disorder; Children; Autism; Short Term Memory; Visual Perception; Psychomotor Skills; Sensory Integration; Comparative Analysis; Verbal Ability; Intelligence Quotient; Adolescents; Symptoms (Individual Disorders); Classification; Factor Analysis; Bender Gestalt Test; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Denkfähigkeit; Neurodegenerative Erkrankung; Child; Kind; Kinder; Autismus; Kurzzeitgedächtnis; Visuelle Wahrnehmung; Psychomotorische Aktivität; Sensorische Integration; Mündliche Leistung; Intelligenzquotient; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychiatrische Symptomatik; Classification system; Klassifikation; Klassifikationssystem; Faktorenanalyse
Abstract	Cognitive deficits in working memory (WM) are characteristic features of Attention-Deficit/Hyperactivity Disorder (ADHD) and autism. However, few studies have investigated cognitive deficits using a wide range of cognitive measures. We compared children with ADHD ("n" = 49) and autism ("n" = 33) with a demographically matched control group ("n" = 79) on a multidimensional battery of cognitive ability. Results confirmed previous research that both groups were characterized by deficits in WM. However, results also suggest verbal WM measures were better predictors than nonverbal WM measures. In addition, measures of visual-motor integration are equally discriminating of children with ADHD and autism from a matched control group. In all, 81% discrimination accuracy was obtained using only WM and visual-motor integration measures. Demonstrated shared deficits in WM and visual-motor integration are explained based on proposed neurological mechanisms common across the two disorders. Clinical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10