注意力不集中症状的严重程度与多动症高危儿童的认知过程:分离焦虑的调节作用。

IF 1.6 3区 心理学 Q3 CLINICAL NEUROLOGY
Child Neuropsychology Pub Date : 2024-02-01 Epub Date: 2023-03-24 DOI:10.1080/09297049.2023.2190964
Kate L Anning, Kate Langley, Christopher Hobson, Leo De Sonneville, Stephanie H M Van Goozen
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引用次数: 0

摘要

研究人员对注意力缺陷多动障碍高危儿童的认知过程障碍及其与注意力不集中、多动-冲动和焦虑等维度测量的关联进行了研究。由教师转介的有注意力缺陷多动障碍问题的儿童(n = 116;43 名符合注意力缺陷多动障碍的完整诊断标准;4-8 岁)完成了测量外显记忆、反应抑制、视觉运动控制和持续注意力的计算机化任务,而家长则接受了评估注意力缺陷多动障碍和焦虑症状的访谈(DAWBA)。在接受评估的 116 名儿童中,72% 的儿童表现出认知过程受损;47% 的儿童视觉运动控制受损,37% 的儿童反应抑制受损,35% 的儿童外显记忆受损。利用我们的最终分析样本(即完成所有认知任务和词汇评估的儿童,n = 114)进行的相关和分层回归分析表明,较差的任务表现和较大的受试者内部变异与较严重的注意力不集中症状显著相关,但与多动-冲动的严重程度无关。半数以上的样本报告了分离焦虑症状,这些症状缓和了注意力不集中与外显记忆之间以及注意力不集中与抑制之间的关联。只有不存在分离焦虑的儿童才表现出多动症症状与成绩差之间的显著相关性。然而,分离焦虑对注意力不集中与视觉运动控制或持续注意力之间的关联没有调节作用。表现出多动症症状的儿童会在一系列认知任务中表现出障碍。进一步开展研究以加深我们对这些过程的了解,可能有助于制定早期干预措施。我们的研究结果表明,在考虑采取干预措施以解决与多动症相关的新出现的神经心理学缺陷时,应将分离焦虑考虑在内。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inattention symptom severity and cognitive processes in children at risk of ADHD: the moderating role of separation anxiety.

Impairments in cognitive processes and their associations with dimensional measures of inattention, hyperactivity-impulsivity and anxiety were examined in children at risk of Attention-Deficit Hyperactivity Disorder. Children referred by teachers for exhibiting ADHD-type problems (n = 116; 43 meeting full diagnostic criteria for ADHD; 4-8 years) completed computerized tasks measuring episodic memory, response inhibition, visuomotor control and sustained attention, while parents were interviewed (DAWBA) to assess ADHD and anxiety symptoms. Of the 116 children assessed, 72% exhibited impaired cognitive processes; 47% had impaired visuomotor control, 37% impaired response inhibition, and 35% had impaired episodic memory. Correlational and hierarchical regression analyses using our final analytic sample (i.e., children who completed all cognitive tasks and a vocabulary assessment, n = 114) showed that poorer task performance and greater within-subject variability were significantly associated with more severe inattention symptoms but not with hyperactivity-impulsivity severity. Symptoms of separation anxiety, which were reported in over half of the sample, moderated associations between inattention and episodic memory, and between inattention and inhibition. Only children without separation anxiety showed significant correlations between ADHD symptoms and poor performance. However, separation anxiety had no moderating effect on associations between inattention and visuomotor control or sustaining attention. Children exhibiting signs of ADHD show impairments across a range of cognitive tasks. Further research to improve our understanding of these processes may be useful in the development of early interventions. Our results suggest that separation anxiety should be taken into account when considering interventions to address emerging neuropsychological deficits associated with this disorder.

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来源期刊
Child Neuropsychology
Child Neuropsychology 医学-临床神经学
CiteScore
4.10
自引率
9.10%
发文量
71
审稿时长
>12 weeks
期刊介绍: The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.
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