Astri J Lundervold1, Marte Stickert2, Mari Hysing3, Lin Sørensen4, Christopher Gillberg5, Maj-Britt Posserud6. 1. Department of Biological and Medical Psychology, University of Bergen, Norway Uni Research, Bergen, Norway K.G. Jebsen Centre for Research on Neuropsychiatric Disorders, Bergen, Norway astri.lundervold@psych.uib.no. 2. Department of Biological and Medical Psychology, University of Bergen, Norway. 3. Department of Biological and Medical Psychology, University of Bergen, Norway Uni Research, Bergen, Norway. 4. Department of Biological and Medical Psychology, University of Bergen, Norway K.G. Jebsen Centre for Research on Neuropsychiatric Disorders, Bergen, Norway Division of Psychiatry, Haukeland University Hospital, Bergen, Norway. 5. Uni Research, Bergen, Norway Gillberg Neuropsychiatric Centre, University of Gothenburg, Sweden. 6. Uni Research, Bergen, Norway Division of Psychiatry, Haukeland University Hospital, Bergen, Norway.
Abstract
OBJECTIVE: To investigate characteristics of attention in children with the combination of autism spectrum disorder (ASD) and ADHD. METHOD: Four groups of 8- to 10-year-old children were compared on the Conners' Continuous Performance Test-Second Edition (CCPT-II): (a) ASD + ADHD (n = 11), (b) ASD only (n = 9), (c) ADHD only (n = 38), and (d) no diagnosis (n = 134). RESULTS: There was an overall effect of group on the Continuous Performance Test (CPT) index and measures of hit reaction time, accuracy, response style, variability, and consistency. The ASD + ADHD group, much like the ADHD only group, had a more risky response style, a higher variability, and a lower consistency than the ASD only group. The impact of intellectual function on CCPT-II performance was considerable in children within the ASD subgroups. CONCLUSION: The findings underscore the importance of including measures of attention and intellectual function when assessing children with the combination of ASD and ADHD.
OBJECTIVE: To investigate characteristics of attention in children with the combination of autism spectrum disorder (ASD) and ADHD. METHOD: Four groups of 8- to 10-year-old children were compared on the Conners' Continuous Performance Test-Second Edition (CCPT-II): (a) ASD + ADHD (n = 11), (b) ASD only (n = 9), (c) ADHD only (n = 38), and (d) no diagnosis (n = 134). RESULTS: There was an overall effect of group on the Continuous Performance Test (CPT) index and measures of hit reaction time, accuracy, response style, variability, and consistency. The ASD + ADHD group, much like the ADHD only group, had a more risky response style, a higher variability, and a lower consistency than the ASD only group. The impact of intellectual function on CCPT-II performance was considerable in children within the ASD subgroups. CONCLUSION: The findings underscore the importance of including measures of attention and intellectual function when assessing children with the combination of ASD and ADHD.
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