Search

Introduction: As a result of similar behavioral manifestations across populations, the conspicuous diagnostic confusion of high intellectual ability (HIA) and Attention Deficit Hyperactivity Disorder (ADHD) is often reported. Approaching Executive Functions as underlying processes can assist in distinguishing the two conditions. The principal aim of this study is to analyze functions of planning, cognitive flexibility, decision-making, working memory, verbal fluency, inhibition and attention in students with HIA, ADHD, twice exceptionality (HIAADHD) and students of average intelligence in order to determine distinct profiles for each population. Method: Quantitative, descriptive and cross-sectional ex-post-facto study. Eighty primary school students aged 7-10 took part. They were divided into four groups. Test Battery for Assessment of Executive Functions BANFE-2 and Conners Continuous Performance Test CPTII were used. The results were analyzed using the Statistical Package for the Social Sciences SPSS v24. Descriptive data and Kruskal-Wallis test are shown for differences between groups. Results: Cognitive flexibility, verbal fluency, verbal working memory, inhibition and attention functions show some differences across groups with the Kruskal-Wallis test. The populations were not, however, clearly distinct. Discussion and Conclusion: In aggregate, executive functions show mutivariability. This makes it difficult to clearly distinguish populations. It is essential that future research should consider individual executive functions.

Introduction: Certain behaviors associated with high intellectual ability, such as inattention and early response, are often confused with attention deficit and hyperactivity disorder (ADHD), making correct diagnosis more difficult. The objective of the present study was to analyze the performance of students with high intellectual ability and students with ADHD in sustained attention and impulsivity. Method: Participants included a total of 25 children with high intellectual ability and mean age of 6.15 years, and 25 children with ADHD and mean age of 6.96 years. "Conner's Continuous Performance Test II" for Windows (CPT II) was administered to all participants. An ex post facto methodology was followed. The results were analyzed statistically, using SPSS, through a t test for independent samples. Results: Significant differences were found in Omissions, Hit Reaction Time, Reaction Time Standard Error and Hit Reaction Time at Change of Inter-Stimulus Interval Discussion and conclusions: (1) Children with high intellectual ability have significantly better consistency in response speed, better consistency in reaction times at different interstimulus intervals, and make greater errors of commission compared to students with ADHD. (2) Children with high intellectual ability perform significantly faster when answering correctly during the test. Performance tests such as the CPT-II for the measurement of attention and impulsivity represent an alternative assessment, with differential diagnosis between these populations. This process must be carried out by qualified personnel who have experience with both populations.

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)