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Research on Child and Adolescent Psychopathology
Gepubliceerd in:

01-02-2011

Cognitive Deficits and Positively Biased Self-Perceptions in Children with ADHD

Auteurs: Julia D. McQuade, Meghan Tomb, Betsy Hoza, Daniel A. Waschbusch, Elizabeth A. Hurt, Aaron J. Vaughn

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 2/2011

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Abstract

This study examined the relation between cognitive deficits and positive bias in a sample of 272 children with and without Attention Deficit Hyperactivity Disorder (ADHD; 7–12 years old). Results indicated that children with ADHD with and without biased self-perceptions exhibit differences in specific cognitive deficits (executive processes, working memory, broad attention, and cognitive fluency) compared to each other and to control children. Further, specific cognitive deficits emerged as partial mediators of the relation between ADHD diagnostic status and positive bias. Interestingly, some differences in results emerged based on the domain considered (academic, social, behavioral competence). Results lend initial support to the role of cognitive deficits in the positive bias of some children with ADHD. Implications for future research and intervention are discussed.
vorige artikel How Do Children with ADHD (Mis)manage Their Real-Life Dyadic Friendships? A Multi-Method Investigation
Voetnoten
1
Readers should be aware that although researchers argue that the clusters of the WJ-III are conceptually independent constructs, the Broad Attention and Working Memory clusters are highly correlated in this sample (0.92) and in the WJ-III normative sample (0.89 to 0.90). Given this correlation, readers may want to interpret results of only one of the two clusters. However we report all four clinical cluster scores implicated in the impairments of children with ADHD (Ford et al. 2003) so that those interested in the WJ-III clusters can examine all results.
 
2
In group comparison analyses, the interaction of the CDI total score and group also was examined. Across all analyses, there were no significant interactions of the CDI total score with group. Thus the interaction term was not included in the final model.
 
3
Given that a small subset of children in the comparison group demonstrated a positive bias greater than 1 in the academic (n = 5), social (n = 10), or behavioral conduct (n = 10) domain, group comparison analyses also were conducted excluding comparison children with a positive bias. Across all analyses, results were consistent when control children with a positive bias were excluded.
 
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Metagegevens
Titel
Cognitive Deficits and Positively Biased Self-Perceptions in Children with ADHD
Auteurs
Julia D. McQuade
Meghan Tomb
Betsy Hoza
Daniel A. Waschbusch
Elizabeth A. Hurt
Aaron J. Vaughn
Publicatiedatum
01-02-2011
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 2/2011
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-010-9453-7

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