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Neurocognitive and Symptom Trajectories of ADHD from Childhood to Early Adolescence
https://oist.repo.nii.ac.jp/records/445
https://oist.repo.nii.ac.jp/records/4456cd3f0b2-0b85-4df7-9285-bc12f94fd90a
名前 / ファイル | ライセンス | アクション |
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Full-Text (659.7 kB)
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Item type | 学術雑誌論文 / Journal Article(1) | |||||
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公開日 | 2018-09-01 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Neurocognitive and Symptom Trajectories of ADHD from Childhood to Early Adolescence | |||||
言語 | ||||||
言語 | eng | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | journal article | |||||
著者(英) |
Murray, Andrea L.
× Murray, Andrea L.× Robinson, Thomas× Tripp, Gail |
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書誌情報 |
en : Journal of Developmental & Behavioral Pediatrics 巻 38, 号 7, p. 465-475, 発行日 2017-09 |
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抄録 | ||||||
内容記述タイプ | Other | |||||
内容記述 | Objective: This longitudinal study investigated changes in neurocognitive functioning from childhood to early adolescence in a sample of children diagnosed with DSM-IV attention-deficit hyperactivity disorder (ADHD). It also compared the neurocognitive trajectories of children who continued to meet the diagnostic criteria for ADHD at follow-up and those in partial remission. Methods: Children diagnosed with ADHD (N = 55) were tested at baseline (M = 7.7 years, SD = 1.5) and 4 years later (M = 11.7 years, SD = 1.5) on measures of intellectual, academic, and executive functioning. Group and individual analyses were used to examine neurocognitive functioning over this period. Results: Intellectual function was stable over the 4-year interval. Reliable change analyses highlighted variability in academic performance. Approximately half the sample showed a reliable decline in at least 1 academic subject with almost a third showing reliable improvement. Executive functions generally followed a stable or improving course, with significant improvements on measures of information processing, attentional control, cognitive flexibility, and goal setting. There was some evidence of better neurocognitive performance in those with partial symptom remission at follow-up. Conclusion: Study findings emphasize the importance of monitoring academic performance in children with ADHD, including examination of change at the individual level. Declines in academic performance were observed, despite stable intellectual and improving executive function. Early cognitive functioning did not predict symptom remission; however, reduced symptoms at follow-up were associated with better executive function. |
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出版者 | ||||||
出版者 | Wolters Kluwer Health, Inc. | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 0196-206X | |||||
PubMed番号 | ||||||
関連タイプ | isVersionOf | |||||
識別子タイプ | PMID | |||||
関連識別子 | info:pmid/28723827 | |||||
DOI | ||||||
関連タイプ | isVersionOf | |||||
識別子タイプ | DOI | |||||
関連識別子 | info:doi/10.1097/DBP.0000000000000476 | |||||
権利 | ||||||
権利情報 | © 2017 Wolters Kluwer Health, Inc. | |||||
関連サイト | ||||||
識別子タイプ | URI | |||||
関連識別子 | https://journals.lww.com/jrnldbp/Fulltext/2017/09000/Neurocognitive_and_Symptom_Trajectories_of_ADHD.2.aspx | |||||
著者版フラグ | ||||||
出版タイプ | AM | |||||
出版タイプResource | http://purl.org/coar/version/c_ab4af688f83e57aa |