ADHD Preschoolers with and without ODD: Do They Act Differently Depending on Degree of Task Engagement/Reward?

Autor/inn/en	Gopin, Chaya B.; Berwid, Olga; Marks, David J.; Mlodnicka, Agnieska; Halperin, Jeffrey M.
Titel	ADHD Preschoolers with and without ODD: Do They Act Differently Depending on Degree of Task Engagement/Reward?
Quelle	In: Journal of Attention Disorders, 17 (2013) 7, S.608-619 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054711432140
Schlagwörter	Attention Deficit Hyperactivity Disorder; Behavior Disorders; Comparative Analysis; Statistical Analysis; Preschool Children; Feedback (Response); Rewards; Reinforcement; Reaction Time; New York; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Statistische Analyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reward; Belohnung; Positive Verstärkung; Reaktionsvermögen
Abstract	Objective: To examine the impact of reinforcement on reaction time (RT) and RT variability (RT standard deviation [RTSD]) in preschoolers with ADHD with and without oppositional defiant disorder (ODD), and a typically developing (TD) comparison group. Method: Participants were administered a computerized task consisting of two conditions: simple RT (SRT) and reinforced SRT (SRTr). Data were analyzed using two-way (Group × Condition) mixed ANOVAs and followed-up using pairwise comparisons. Results: RTs were significantly shorter and less variable during the SRTr than the SRT condition. A significant Group x Condition interaction was observed for RTSD (F= 3.38, p < 0.05); post hoc analyses indicated that the RTSD of the ADHD + ODD group was significantly more variable than that of the TD group during the SRT condition (F = 4.81, p < 0.05). However, their RTSD was statistically indistinguishable from the other groups during the SRTr condition. Conclusion: Preschoolers who are oppositional/defiant and hyperactive are the most responsive to feedback/reward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10