Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/1916
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: The Diagnostic Utility of Executive Function Assessments in the Identification of ADHD in Children
Authors: Holmes, Joni
Gathercole, Susan E
Place, Maurice
Alloway, Tracy Packiam
Elliott, Julian G
Hilton, Kerry A
Contact Email: t.p.alloway@stir.ac.uk
Issue Date: Feb-2010
Publisher: Wiley-Blackwell / Association for Child and Adolescent Mental Health
Citation: Holmes J, Gathercole SE, Place M, Alloway TP, Elliott JG & Hilton KA (2010) The Diagnostic Utility of Executive Function Assessments in the Identification of ADHD in Children, Child and Adolescent Mental Health, 15 (1), pp. 37-43.
Abstract: Background: Deficits in executive functions have been widely reported to characterise individuals with ADHD. The aim of this study was to evaluate the utility of a range of executive function measures for identifying children with ADHD. Method: Eighty-three children with ADHD and 50 normally-developing children without ADHD were assessed on measures of inhibition, set-shifting, planning, problem-solving, response inhibition, sustained attention and working memory. Measures of sensitivity, specificity, likelihood ratios and diagnostic odds ratios were calculated. Results: Executive function tasks effectively discriminated between children with and without ADHD. Measures of response inhibition and working memory contributed the most to the discriminant function. Conclusions: Cognitive measures of executive function can be used to help identify children with ADHD and could be useful as additional diagnostic tools for clinical practitioners.
Type: Journal Article
URI: http://hdl.handle.net/1893/1916
DOI Link: http://dx.doi.org/10.1111/j.1475-3588.2009.00536.x
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.
Affiliation: University of York
University of York
Northumbria University
Psychology
Durham University
Durham University

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