Citation

Bünger A, Urfer-Maurer N, Grob A. J. Atten. Disord. 2019; ePub(ePub): 1087054718824985.

Affiliation

University of Basel, Switzerland.

Copyright

(Copyright © 2019, SAGE Publishing)

DOI

10.1177/1087054718824985

PMID

30700232

Abstract

OBJECTIVE: We examined whether children with attention-deficit/hyperactivity disorder (ADHD) differ from children without ADHD in attention, executive functions, and motor skills and whether measures of parents' perceptions and children's performance reveal comparable results.

METHOD: About 52 children with ADHD and 52 children without ADHD aged 6 to 13 years completed performance-based measures of attention, executive functions, and motor skills. Parents completed questionnaires to rate their children's skills.

RESULTS: Parent questionnaires but not performance-based measures revealed higher inattention and lower executive function skills in children with ADHD compared to controls. For motor skills, both measurement methods revealed lower mean values and a higher number of children showing an impairment in the ADHD group. Parent-reported difficulties but not performance-based measures were related to the presence of an ADHD diagnosis.

CONCLUSION: Our findings suggest that considering both parent questionnaires and performance-based measures will lead to a comprehensive picture of a child's strengths and difficulties.

Language: en

Keywords

ADHD; executive functions; motor skills; parent questionnaires; performance-based measures