Working memory and behavioral inhibition in boys with ADHD: An experimental examination of competing models

Working memory (WM) and behavioral inhibition impairments have garnered significant attention as candidate core features, endophenotypes, and/or associated neurocognitive deficits of attention-deficit/hyperactivity disorder (ADHD). The relationship between ADHD-related WM and inhibition deficits remains relatively unclear, however, with inferences about the constructs’ directional relationship stemming predominantly from correlational research. The current study utilized a dual-task paradigm to experimentally examine the relationship between ADHD-related WM and behavioral inhibition deficits. A total of 31 boys (15 ADHD and 16 typically developing [TD]) aged 8–12 years completed WM (1-back and 2-back), behavioral inhibition (stop-signal task [SST]), and dual-condition (1-back/SST and 2-back/SST) experimental tasks. Children with ADHD exhibited significant, large-magnitude WM deficits for the 1-back condition but were not significantly different from children in the TD group for the 2-back, 1-back/SST, and 2-back/SST conditions. Children with ADHD also exhibited significant inhibition deficits for the SST, 1-back/SST, and 2-back/SST conditions, but the within-group effect was not significant. The findings suggest that ADHD-related stop-signal demands are upstream, or compete for, resources involved in controlled-focused attention and/or other central executive (CE), WM processes.     

Treating preschool children with multiple behavior problems: Testing for the response covariation phenomenon

This study was conducted with four subjects with multiple behavior problems (noncompliance, nonattending, and poor academic performance). The subjects ranged in age from 3-years 1-month to 5-years 6-months. Treatment occurred in a classroom setting using an interacting elements design counterbalanced across subjects. The results indicated the existence of behavioral covariations and treatment side-effects. The implications of these findings for research on generalization effects and treatment approaches to children with multiple behavioral problems was discussed.     

An examination of learned helplessness among attention-deficit hyperactivity disordered boys

We employed a learned helplessness paradigm to compare the performance of 23 boys with attention-deficit hyperactivity disorder (ADHD) and a comparable group of 22 nonreferred boys. The boys attempted to solve two different sets of 10 find-a-word puzzles, one set following exposure to solvable puzzles, and one set following exposure to insolvable puzzles. Results revealed that the ADHD boys solved significantly fewer puzzles than did the control boys. In addition, the ADHD boys gave up on significantly more puzzles, and this was especially true following the insolvable condition when it occurred during the second set of puzzles. The ADHD boys also reported being more frustrated by the task than were the control boys. Finally, among the control boys, support was obtained for Diener and Dweck's (1978) distinction between mastery-oriented and helpless children. However, this distinction did not appear to operate in the same fashion for the ADHD boys.The auhors thank Caryn Carlson and William Pelham for their help in creating the task stimuli and Monica Harris and Steven Landau for their helpful comments.     

An examination of the interactions between mothers and children with anxiety disorders

This study examined the association between parenting styles and mother and child anxiety. Maternal overinvolvement and negativity/criticism were evaluated during a speech preparation task (N = 135 dyads) and a Five Minute Speech Sample (FMSS) from mothers (N = 155). During the speech task interaction, mothers of anxious children (aged 4–16 years), regardless of their own anxiety, were observed to be more overinvolved than mothers of nonanxious children. Similarly, the FMSS showed that mothers of anxious children (aged 4–17 years) were more overprotective, self-sacrificing, or nonobjective than mothers of nonanxious children, irrespective of maternal anxiety status. No differences in maternal negativity were found on the speech task between any of the groups. However, the FMSS showed that mothers of anxious children were more critical than mothers of nonanxious children, regardless of maternal anxiety status. These results support the relationship between overinvolved, critical parenting and child anxiety, but suggest that maternal anxiety is not associated with increased overinvolvement or criticism. Theoretical implications are discussed.     

Emotional distraction in boys with ADHD: Neural and behavioral correlates

Although, in everyday life, patients with attention deficit hyperactivity disorder (ADHD) are frequently distracted by goal-irrelevant affective stimuli, little is known about the neural and behavioral substrates underlying this emotional distractibility. Because some of the most important brain responses associated with the sudden onset of an emotional distracter are characterized by their early latency onset and short duration, we addressed this issue by using a temporally agile neural signal capable of detecting and distinguishing them. Specifically, scalp event-related potentials (ERPs) were recorded while 20 boys with ADHD combined type and 20 healthy comparison subjects performed a digit categorization task during the presentation of three types of irrelevant, distracting stimuli: arousing negative (A−), neutral (N) and arousing positive (A+). Behavioral data showed that emotional distracters (both A− and A+) were associated with longer reaction times than neutral ones in the ADHD group, whereas no differences were found in the control group. ERP data revealed that, compared with control subjects, boys with ADHD showed larger anterior N2 amplitudes for emotional than for neutral distracters. Furthermore, regression analyses between ERP data and subjects’ emotional ratings of distracting stimuli showed that only in the ADHD group, emotional arousal (ranging from calming to arousing) was associated with anterior N2: its amplitude increased as the arousal content of the visual distracter increased. These results suggest that boys with ADHD are more vulnerable to the distracting effects of irrelevant emotional stimuli than control subjects. The present study provides first data on the neural substrates underlying emotional distractibility in ADHD.     

A maintenance program for behavioral treatment of anxiety disorders

A maintenance program for behavioral treatments of anxiety disorders is presented in some detail, together with preliminary results of its application as part of three treatment trials. Compared to previous studies reporting long-term effects of behavioral treatments, the present program yielded a larger percentage of improvement during the follow-up period, a lower proportion of patients needing further treatment, and fewer relapses.     

An empirical test of the covariation analysis in causal attribution

The present investigation was designed to reveal the cognitive inference processes associated with both detection and utilization of covariation information in causal attribution. Male undergraduates were (a) informed that a test was easy or difficult and shown a videotape in which (b) the test-taker's performance was high or low, and (c) covariation between the test-taker's effort expenditure and trial-by-trial outcome was present or absent. High performance was attributed to the test-taker's effort and ability, whereas low performance was attributed to the difficulty of the test. However, recognition of the covariance relationship decreased the attribution of high performance to ability and of low performance to test difficulty and increased the attribution of low performance to effort. Effort attribution in the high performance condition was independent of covariation information. The results are discussed in terms of the relationship between covariation information and typical beliefs about the causes of achievement outcomes.     

Effects of nicotine deprivation on craving response covariation in smokers

Most models of craving propose that when cravings are strong, diverse responses--thought to index an underlying craving state--covary. Previous studies provided weak support for this hypothesis. The authors tested whether nicotine deprivation affects degree of covariation across multiple measures related to craving. Heavy and light smokers (N = 127) were exposed to smoking cues while either nicotine deprived or nondeprived. Measures included urge ratings, affective valence, a behavioral choice task assessing perceived reinforcement value of smoking, and smoking-related judgment tasks. Results indicated higher correlations in the nicotine-deprived than in nondeprived group. The measures principally responsible for this effect loaded onto a single common Craving factor for nicotine-deprived but not nondeprived smokers. These findings suggest that, under certain conditions, measures of craving-related processes covary.     

Social problem-solving skills in boys with conduct and oppositional defiant disorders

The current study compared the social problem-solving skills of a clinic-based sample of 30 boys diagnosed with conduct disorder (CD) and 25 boys diagnosed with oppositional defiant disorder (ODD). Past research has indicated that contextual factors influence children's social problem-solving; thus, three hypothetical conflict situations (i.e., child-child, teacher-child, and parent-child) and situations which differed by degree of negative intent of the provocateur (i.e., hostile vs. Ambiguous intent) were examined. Problem-solving strategies were aggregated into three broad dimensions: 1) aggressive/antisocial solutions; 2) nonverbal-nonaggressive solutions; and 3) verbal-nonaggressive solutions. Compared to ODD boys, CD boys proposed more aggressive/antisocial solutions in parent-child conflicts when parental intent was ambiguous and in teacher-child conflicts regardless of intent. Compared to ODD boys, CD boys proposed fewer verbal-nonaggressive solutions in child-child conflicts. The implications of these findings for treatment intervention with CD and ODD boys were discussed. Aggr. Behav. 23:457–469, 1997. © 1997 Wiley-Liss, Inc.