Does IQ influence Associations between ADHD Symptoms and other Cognitive Functions in young Preschoolers?

Behavioral and Brain Functions

Nina Rohrer-Baumgartner³  Pål Zeiner²  Jens Egeland¹  Kristin Gustavson³  Annette Holth Skogan²  Ted Reichborn-Kjennerud⁴  Heidi Aase³ 

[1] University of Oslo, Institute of Psychology, Oslo, Norway

[2] Oslo University Hospital, Child and Adolescent Mental Health Research Unit, Oslo, Norway

[3] Division of Mental Health, Norwegian Institute of Public Health, Oslo, Norway

[4] University of Oslo, Institute of Clinical Medicine, Oslo, Norway

关键词: Inhibition;    Language skills;    Working memory;    Cognition;    Preschool;    Intellectual ability;    IQ;    ADHD;   

Others  :  791788
DOI  :  10.1186/1744-9081-10-16

 received in 2013-10-16, accepted in 2014-04-15,  发布年份 2014

【 摘 要 】

Background

Working memory, inhibition, and expressive language are often impaired in ADHD and many children with ADHD have lower IQ-scores than typically developing children. The aim of this study was to test whether IQ-score influences associations between ADHD symptoms and verbal and nonverbal working memory, inhibition, and expressive language, respectively, in a nonclinical sample of preschool children.

Methods

In all, 1181 children recruited from the Norwegian Mother and Child Cohort Study were clinically assessed at the age of 36 to 46 months. IQ-score and working memory were assessed with subtasks from the Stanford Binet test battery, expressive language was reported by preschool teachers (Child Development Inventory), response inhibition was assessed with a subtask from the NEPSY test, and ADHD symptoms were assessed by parent interview (Preschool Age Psychiatric Assessment).

Results

The results showed an interaction between ADHD symptoms and IQ-score on teacher-reported expressive language. In children with below median IQ-score, a larger number of ADHD symptoms were more likely to be accompanied by reports of lower expressive language skills, while the level of ADHD symptoms exerted a smaller effect on reported language skills in children with above median IQ-score. The associations between ADHD symptoms and working memory and response inhibition, respectively, were not influenced by IQ-score.

Conclusions

Level of IQ-score affected the relation between ADHD symptoms and teacher-reported expressive language, whereas associations between ADHD symptoms and working memory and response inhibition, respectively, were significant and of similar sizes regardless of IQ-score. Thus, in preschoolers, working memory and response inhibition should be considered during an ADHD assessment regardless of IQ-score, while language skills of young children are especially important to consider when IQ-scores are average or low.

【 授权许可】

   
2014 Rohrer-Baumgartner et al.; licensee BioMed Central Ltd.

【 图 表 】

Figure 1.

Figure 2.

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