Dual-task Coordination in Children and Adolescents with Attention Deficit Hyperactivity Disorder (ADHD)

The essentials

• The study investigated dual-task coordination in children and adolescents with ADHD and its subtypes.
• Executive functioning deficits have been associated with ADHD, and the central executive's ability to coordinate two tasks simultaneously was examined using both computerized and paper-and-pencil methods.
• The aim of the study was to investigate the effect of task difficulty on dual-task performance in ADHD compared to age and education-matched healthy controls, test if the paper-and-pencil version of the dual-task method gives similar results in ADHD and healthy controls, as well as examine whether deficits in general motor functioning or comorbidity factors define dual-task functioning in ADHD.
• Children and adolescents with ADHD can perform dual-tasks similarly to healthy controls without significant differences across different subtypes of ADHD.
• Increasing task difficulty did not disproportionately affect individuals with ADHD compared to age- and education-matched healthy controls.
• The paper-and-pencil version of the dual task method provided similar results as a computerized version for both groups.
• General motor functioning was associated with dual task performance levels in healthy controls but did not define dual task functioning in individuals with ADHD.
• Comorbidity factors were not found to be defining factors for dual task functioning in either group.
• Cognitive interventions targeting executive function may benefit individuals with ADHD regardless of subtype classification.
• Study investigated dual-task coordination in children/adolescents with ADHD
• Examined central executive's ability to coordinate two tasks simultaneously using computerized/paper-and-pencil methods
• Aimed to investigate effect of task difficulty on dual-task performance, test if paper-and-pencil version gives similar results, examine whether deficits in general motor functioning or comorbidity factors define dual-task functioning
• Children/adolescents with ADHD can perform dual-tasks similarly to healthy controls without significant differences across different subtypes
• Increasing task difficulty did not disproportionately affect individuals with ADHD compared to age-/education-matched healthy controls
• Paper-and-pencil version of dual task method provided similar results as computerized version for both groups
• General motor functioning associated with dual task performance levels in healthy controls but did not define dual task functioning in individuals with ADHD
• Comorbidity factors were not found to be defining factors for dual task functioning in either group
• Cognitive interventions targeting executive function may benefit individuals with ADHD regardless of subtype classification

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