Neuropsychological basic deficits in preschoolers at risk for ADHD: A meta-analysis

• Published in: Clinical psychology review 2011-06, Vol.31 (4), p.626-637
• Main Authors: Pauli-Pott, Ursula, Becker, Katja
• Format: Article
• Language: English
• Subjects: Arousal; Attention; Attention Deficit Disorder with Hyperactivity - psychology; Attention Deficit/Hyperactivity Disorder (ADHD); Child, Preschool; Developmental psychopathology; Humans; Inhibition (Psychology); Memory, Short-Term; Neuropsychological Tests; Risk
• ISSN: 0272-7358; 1873-7811
• DOI: 10.1016/j.cpr.2011.02.005

Widely accepted neuropsychological theories on attention deficit hyperactivity disorder (ADHD) assume that the complex symptoms of the disease arise from developmentally preceding neuropsychological basic deficits. These deficits in executive functions and delay aversion are presumed to emerge in the preschool period. The corresponding normative developmental processes include phases of relative stability and rapid change. These non-linear developmental processes might have implications for concurrent and predictive associations between basic deficits and ADHD symptoms. To derive a description of the nature and strength of these associations, a meta-analysis was conducted. It is assumed that weighted mean effect sizes differ between basic deficits and depend on age. The meta-analysis included 25 articles (n = 3005 children) in which associations between assessments of basic deficits (i.e. response inhibition, interference control, delay aversion, working memory, flexibility, and vigilance/arousal) in the preschool period and concurrent or subsequent ADHD symptoms or diagnosis of ADHD had been analyzed. For response inhibition and delay aversion, mean effect sizes were of medium to large magnitude while the mean effect size for working memory was small. Meta-regression analyses revealed that effect sizes of delay aversion tasks significantly decreased with increasing age while effect sizes of interference control tasks and Continuous Performance Tests (CPTs) significantly increased. Depending on the normative maturational course of each skill, time windows might exist that allow for a more or less valid assessment of a specific deficit. In future research these time windows might help to describe early developing forms of ADHD and to identify children at risk. ► We conducted a meta-analysis on the association between basic deficits and ADHD symptoms in preschoolers. ► We found medium to large effect sizes of response inhibition, interference control, delay aversion, and vigilance/arousal. ► Effect sizes of delay aversion was larger in younger than in older preschoolers. ► Effect sizes of interference control was larger in older than in younger preschoolers. ► We concluded time windows most suitable for a valid assessment of these ADHD basic deficits.