A Comparative Study of Neuro-cognitive Functioning of Children with and without ADHD on Cognitive Assessment System
Neuro-cognitive Assessment of Children with and without ADHD
Background: Applicability of the PASS model of cognitive deficit in ADHD has been widely discussed and supporting evidence has been gathered on the cognitive assessment system (CAS). Examination of the hypothesis on CAS still remains in infancy in India which further limits the clinical utility of the findings while planning neuro-cognitive interventions. The present study was thus conceived to assess neurocognitive functioning in young children between 6-11 years with a diagnosis of ADHD in comparison with those without ADHD.
Method: A cross-sectional research design was adopted. Using purposive sampling, 90 participants were included which consisted of two groups, ADHD (N=45) and Non-ADHD (N=45). Coloured Progressive Matrices (CPM) was used for screening IQ while primary outcome measures included CAS, Porteus Mazes Test (PMT), and Children’s Trail Making Test (TMT). Using SPSS 24.0, socio-demographic comparison across two groups on categorical variables was done using chi-square analysis while an independent sample t-test was applied to compare scores on primary outcome measures.
Results: Children with ADHD obtained significantly lower mean scores compared to children in the non-ADHD group across all domains of CAS. On PMT, the ADHD group committed a significantly greater number of errors and also took significantly more time to complete the test than the non-ADHD group. No significant group difference was obtained on TMT.
Conclusion: Supportive evidence for the PASS model deficit was obtained in the present study. The diagnostic utility study of CAS on larger sample is further warranted to obtain norms for the Indian population.
Keywords: Young Children, ADHD, Cognitive Assessment System, executive functioning