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Cited by 164Attention Deficit Hyperactivity DisorderDevelopmental and Educational NeuropsychologyChild and Adolescent Psychosocial and Emotional Development

Neuropsychological basic deficits in preschoolers at risk for ADHD: A meta-analysis

Pauli-Pott, Ursula, Becker, Katja·2011·Clinical Psychology Review
DOI 10.1016/j.cpr.2011.02.005
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Abstract

Widely accepted neuropsychological theories on attention deficit hyperactivity disorder (ADHD) assume that the complex symptoms of the disease arise from developmentally preceding neuropsychological basic deficits. These deficits in executive functions and delay aversion are presumed to emerge in the preschool period. The corresponding normative developmental processes include phases of relative stability and rapid change. These non-linear developmental processes might have implications for concurrent and predictive associations between basic deficits and ADHD symptoms. To derive a description of the nature and strength of these associations, a meta-analysis was conducted. It is assumed that weighted mean effect sizes differ between basic deficits and depend on age. The meta-analysis included 25 articles (n=3005 children) in which associations between assessments of basic deficits (i.e. response inhibition, interference control, delay aversion, working memory, flexibility, and vigilance/arousal) in the preschool period and concurrent or subsequent ADHD symptoms or diagnosis of ADHD had been analyzed. For response inhibition and delay aversion, mean effect sizes were of medium to large magnitude while the mean effect size for working memory was small. Meta-regression analyses revealed that effect sizes of delay aversion tasks significantly decreased with increasing age while effect sizes of interference control tasks and Continuous Performance Tests (CPTs) significantly increased. Depending on the normative maturational course of each skill, time windows might exist that allow for a more or less valid assessment of a specific deficit. In future research these time windows might help to describe early developing forms of ADHD and to identify children at risk.

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  • Because children with ADHD differ in neuropsychological profile and may be affected by more than 1 deficit, multi-component training may be used to target a series of neuropsychological domains that may be more important than working memory alone in the pathophysiology of ADHD symptoms.

    “Because children with ADHD differ from one another in their neuropsychological profile, and because children may be affected by more than 1 deficit,37,38 multi-component training may be used to target a series of neuropsychological domains that may be more important than working memory alone in the pathophysiology of ADHD symptoms.”

    From Cognitive Training for Attention-Deficit/Hyperactivity Disorder: Meta-Analysis of Clinical and Neuropsychological Outcomes From Randomized Controlled Trials (2015) · cites this paper as [37]

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Authors
Pauli-Pott, U., & Becker, K.
Affiliations
Philipps University of Marburg (DE)
ORCID
Becker, Katja
Venue
Clinical Psychology Review
Publisher
Elsevier BV
Published
2011-06
Volume
31
Issue
4
Pages
626-637
ISSN
0272-7358 (ISSN-L)
DOI
10.1016/j.cpr.2011.02.005
OpenAlex
W1976619043
Cited by
164
References
19
Citations by year
2026: 4 · 2025: 4 · 2024: 9 · 2023: 5 · 2022: 11 · 2021: 14 · 2020: 19 · 2019: 8 · 2018: 17 · 2017: 14 · 2016: 16 · 2015: 15 · 2014: 10 · 2013: 9 · 2012: 7
FWCI
1.17
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Clinical Psychology Review (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords
attention deficit hyperactivity disorder, preschool children, neuropsychological deficits, executive function, response inhibition, interference control, delay aversion, working memory, cognitive flexibility, sustained attention, developmental trajectories, vulnerable children, early detection, continuous performance test
MeSH terms
Arousal, Attention, Attention Deficit Disorder with Hyperactivity, Child, Preschool, Humans, Inhibition, Psychological, Memory, Short-Term, Neuropsychological Tests, Risk

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