Differences in academic and executive function domains among children with ADHD Predominantly Inattentive and Combined Types.

Differences between the subtypes of Attention Deficit Hyperactivity Disorder (ADHD) continue to have a place in the clinical and research literature. The purpose of this study was to examine differences specific to academic and executive function deficits in a sample of 40 children, aged 9-15 years. Although there was a tendency for the Predominantly Inattentive (PI) group to evidence lower performance on calculation and written expression tasks, these differences dissipated when IQ was included as a covariate.

Test review: Delis-Kaplan executive function system.

The Delis-Kaplan Executive Function System (D-KEFS; Delis, Kaplan, & Kramer, 2001) represents the first set of executive tests co-normed on a large and representative national sample designed exclusively for the assessment of executive functions including flexibility of thinking, inhibition, problem solving, planning, impulse control, concept formation, abstract thinking, and creativity. The D-KEFS, composed of nine stand alone tests that can be individually or group administered, provides a standardized assessment of executive functions in children and adults between the ages of 8 and 89. Utilizing a "cognitive-process approach," the D-KEFS tests allow examiners to systematically generate and evaluate relevant clinical hypotheses on executive functioning of a given examinee by comparing and contrasting performance on multiple testing conditions and using contrast measure scores and error analyses.

Wisconsin Card Sorting Test with children: a meta-analytic study of sensitivity and specificity.

More and more frequently the presence of executive function deficits appears in the research literature in conjunction with disabilities that affect children. Research has been most directed at the extent to which executive function deficits may be implicated in specific disorders such as attention deficit hyperactivity disorder (ADHD); however, deficits in executive function have been found to be typical of developmental disorders in general. The focus of this paper is to examine the extent to which one frequently used measure of executive function, the Wisconsin Card Sorting Test (WCST), demonstrates sensitivity and specificity for the identification of those executive function deficits associated with ADHD as well as its use with other developmental disorders through meta-analytic methods.

A meta-analysis of the sensitivity and specificity of the Stroop Color and Word Test with children.

The purpose of this paper is to examine the extent to which the Stroop Color-Word Test demonstrates sensitivity and specificity for the identification of executive function deficits in children and adolescents. Meta-analytic methods were used to identify executive function deficits associated with attention deficit hyperactivity disorder (ADHD) and other developmental disorders. Weighted effect sizes were calculated for all studies found that compared groups of children on the Stroop task.