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Автор ANDERSON, VICKI
Автор ANDERSON, DIANNE
Автор ANDERSON, PETER
Дата выпуска 2006
dc.description Attentional impairments in children occur in the context of both developmental and acquired disorders involving the central nervous system (CNS) and may have implications for ongoing development, potentially impeding cognitive, educational, and behavioral functions. Using a continuous performance paradigm (CPT), this study compared attentional profiles of children with developmental and acquired conditions impacting on the CNS: (i) attention deficit–hyperactivity disorder (ADHD: n = 27); (ii) moderate traumatic brain injury (TBI: n = 41); (iii) acute lymphoblastic leukemia (n = 31); and (iv) insulin-dependent diabetes mellitus (n = 39). A healthy control group (n = 46) was also examined. Groups were compared on measures of sustained attention, selective attention, and response inhibition. In addition, measures of performance variability and deterioration and processing speed were examined. Results showed that children with ADHD exhibited global and severe attentional impairments in contrast to all other groups. Children with moderate TBI displayed mild attentional difficulties, restricted to selective and sustained attention domains. In conclusion, although CPT parameters differentiated the ADHD group from all others, a disorder-specific profile was not observed. (JINS, 2006, 12, 519–531.)
Издатель Cambridge University Press
Тема Sustained attention
Тема Children
Тема CNS
Тема ADHD
Тема TBI
Тема Variability
Название Comparing attentional skills in children with acquired and developmental central nervous system disorders
DOI 10.1017/S135561770606067X
Electronic ISSN 1469-7661
Print ISSN 1355-6177
Журнал Journal of the International Neuropsychological Society
Том 12
Первая страница 519
Последняя страница 531
Аффилиация ANDERSON VICKI; University of Melbourne; Royal Childrenʼs Hospital; Murdoch Childrenʼs Research Institute; Royal Childrenʼs Hospital
Аффилиация ANDERSON DIANNE; Royal Childrenʼs Hospital
Аффилиация ANDERSON PETER; Murdoch Childrenʼs Research Institute
Выпуск 4

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