Executive functions in children: Diversity of assessment methodology and its relation to attention deficit hyperactivity disorder (ADHD).

摘要

ADHD (attention deficit hyperactivity disorder) is a neurobehavioral disorder that in children is characterized by inattention, impulsiveness, and hyperactivity, affecting about 3-5% of children globally. With symptoms starting before 7 years of age, it is usually diagnosed according to the criteria in the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) [1]. It has been suggested that children with ADHD have problems in executive functions (EFs), which are cognitive functions that enable goal-directed behavior and consist of five frequently reported domains, such as inhibition, planning, set-shifting, working memory, and fluency [2]. Abnormalities of the frontal lobe structure and/or perfusion through brain functional imaging studies of the patients suggest that the core ADHD features may reflect a dysfunction of fronto-subcortical pathways.