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Differences in attention, executive functioning, and memory in children with and without ADHD after severe traumatic brain injury

Published online by Cambridge University Press:  26 August 2005

BETH S. SLOMINE ,
CYNTHIA F. SALORIO ,
MARCO A. GRADOS ,
ROMA A. VASA ,
JAMES R. CHRISTENSEN  and
AND JOAN P. GERRING
BETH S. SLOMINE
Affiliation:
Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland Department of Psychiatry, School of Medicine, Johns Hopkins University, Baltimore, Maryland
CYNTHIA F. SALORIO
Affiliation:
Department of Physical Medicine and Rehabilitation, Kennedy Krieger Institute, Baltimore, Maryland Department of Physical Medicine and Rehabilitation, School of Medicine, Johns Hopkins University, Baltimore, Maryland
MARCO A. GRADOS
Affiliation:
Department of Psychiatry, School of Medicine, Johns Hopkins University, Baltimore, Maryland
ROMA A. VASA
Affiliation:
Department of Psychiatry, School of Medicine, Johns Hopkins University, Baltimore, Maryland Department of Psychiatry, Kennedy Krieger Institute, Baltimore, Maryland
JAMES R. CHRISTENSEN
Affiliation:
Department of Physical Medicine and Rehabilitation, Kennedy Krieger Institute, Baltimore, Maryland Department of Physical Medicine and Rehabilitation, School of Medicine, Johns Hopkins University, Baltimore, Maryland Department of Pediatrics, School of Medicine, Johns Hopkins University, Baltimore, Maryland
AND JOAN P. GERRING
Affiliation:
Department of Psychiatry, School of Medicine, Johns Hopkins University, Baltimore, Maryland Department of Psychiatry, Kennedy Krieger Institute, Baltimore, Maryland
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Abstract

Although the development of Attention Deficit Hyperactivity Disorder (ADHD) after traumatic brain injury (TBI) has been described, it is unknown whether children with TBI and ADHD have greater neuropsychological impairments than children with TBI alone. This study examines attention, executive functioning, and memory in children with TBI-only and TBI + ADHD. Caregivers of 82 children with severe TBI completed structured psychiatric interviews at enrollment to diagnose premorbid ADHD and one-year after injury to diagnose post-injury ADHD. Children underwent neuropsychological testing one year after injury. One memory measure significantly differentiated children with TBI-only from children with newly developed ADHD [secondary ADHD (S-ADHD)] and those with premorbid ADHD that persisted after injury [persisting ADHD (P-ADHD)]. Compared with the TBI-only group, children with TBI + ADHD had worse performance on measures of attention, executive functioning, and memory. Results reveal that in children with severe TBI, the behavioral diagnosis of ADHD is associated with more difficulty in attention, executive functioning, and memory. Additionally, results suggest greater deficits in memory skills in the S-ADHD group compared with the P-ADHD group. Although findings provide preliminary support for distinguishing P-ADHD from S-ADHD, further research is needed to investigate neuropsychological differences between these subgroups of children with severe TBI. (JINS, 2005, 11, 645–653.)

Keywords

Attention deficit hyperactivity disorderBrain injuriesCognitionPediatricsLearningNeuropsychology

Information

Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 11 , Issue 5 , September 2005 , pp. 645 - 653
Copyright
© 2005 The International Neuropsychological Society

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