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Executive Function in Children with Attention Deficit/Hyperactivity Disorder: The NIH EXAMINER Battery

Published online by Cambridge University Press:  08 October 2013

Jane E. Schreiber ,
Katherine L. Possin ,
Jonathan M. Girard  and
Celiane Rey-Casserly
Jane E. Schreiber
Affiliation:
Department of Psychology, St. Jude Children's Research Hospital, Memphis, Tennessee
Katherine L. Possin
Affiliation:
Memory and Aging Center, University of California, San Francisco, California
Jonathan M. Girard
Affiliation:
Department of Psychiatry, Boston Children's Hospital, Boston, Massachusetts
Celiane Rey-Casserly*
Affiliation:
Department of Psychiatry, Boston Children's Hospital, Boston, Massachusetts
*
Correspondence and reprint requests to: Celiane Rey-Casserly, Department of Psychiatry, Boston Children's Hospital, 300 Longwood Avenue, Boston, Massachusetts 02115. E-mail: celiane.rey-casserly@childrens.harvard.edu
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Abstract

Theories of attention deficit/hyperactivity disorder (ADHD) increasingly highlight the role of neuropsychological impairment in ADHD; however, a consistent and identifiable pattern of performance on tests is not well established. The National Institutes of Health (NIH) Executive Abilities: Measures and Instruments for Neurobehavioral Evaluation and Research (EXAMINER) battery provides measures of common variance across multiple executive function tests within specific domains and was used to characterize which executive functions are most affected in children with ADHD. Thirty-two children (24 male), ages 8–15 years (M = 12.02; SD = 2.29), diagnosed with ADHD and no comorbid disorder completed the NIH EXAMINER battery. Sixty age and gender matched healthy controls were chosen from a database of participants enrolled in the NIH EXAMINER multi-site study. Children with ADHD performed worse on the working memory score compared with the controls. No differences were found on the cognitive control or fluency scores. For children with ADHD, poorer working memory performance predicted parent report of child learning problems. Cognitive control and fluency scores did not predict learning problems. In summary, working memory emerges as a primary impairment in children with ADHD who have no comorbid disorders. Furthermore, working memory weaknesses may underlie the academic problems often seen in children with ADHD. (JINS, 2013, 19, 1–11)

Keywords

Executive functionADHDWorking memoryNIH EXAMINERLearning problemsChildren

Information

Type
Special Series
Information
Journal of the International Neuropsychological Society , Volume 20 , Issue 1 , January 2014 , pp. 41 - 51
Copyright
Copyright © The International Neuropsychological Society 2013 

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