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Biomedical subjects

Susan Homack

Publications and source records attributed to Susan Homack.

5 recordsLinked to original sources
PubMed2006

Differences in academic and executive function domains among children with ADHD Predominantly Inattentive and Combined Types.

Differences between the subtypes of Attention Deficit Hyperactivity Disorder (ADHD) continue to have a place in the clinical and research literature. The purpose of this study was to examine differences specific to academic and executive function deficits in a sample of 40 children, aged 9-15 years. Although there was a tendency for the Predominantly Inattentive (PI) group to evidence lower performance on calculation and written expression tasks, these differences dissipated when IQ was included as a covariate. For executive function domains of set shifting, interference, inhibition, and planning, differences emerged for interference, but only when girls were excluded from the analysis and no control for IQ was made. For parent ratings of executive function, expected differences were found on the Inhibit scale with the Combined Type (CT) group evidencing greater problems in this area; this difference remained even when girls were excluded and IQ was controlled. Implications for research and practice are presented.

Adolescent↗
PubMed2005

Test review: Delis-Kaplan executive function system.

The Delis-Kaplan Executive Function System (D-KEFS; Delis, Kaplan, & Kramer, 2001) represents the first set of executive tests co-normed on a large and representative national sample designed exclusively for the assessment of executive functions including flexibility of thinking, inhibition, problem solving, planning, impulse control, concept formation, abstract thinking, and creativity. The D-KEFS, composed of nine stand alone tests that can be individually or group administered, provides a standardized assessment of executive functions in children and adults between the ages of 8 and 89. Utilizing a "cognitive-process approach," the D-KEFS tests allow examiners to systematically generate and evaluate relevant clinical hypotheses on executive functioning of a given examinee by comparing and contrasting performance on multiple testing conditions and using contrast measure scores and error analyses. A review of the administration, scoring and interpretation, test construction, standardization, and technical adequacy indicate that the D-KEFS holds much promise not only as a clinical instrument, but also as a research tool for increasing knowledge of the frontal-lobe functions.

Humans↗
PubMed2004

A meta-analysis of the sensitivity and specificity of the Stroop Color and Word Test with children.

The purpose of this paper is to examine the extent to which the Stroop Color-Word Test demonstrates sensitivity and specificity for the identification of executive function deficits in children and adolescents. Meta-analytic methods were used to identify executive function deficits associated with attention deficit hyperactivity disorder (ADHD) and other developmental disorders. Weighted effect sizes were calculated for all studies found that compared groups of children on the Stroop task. Results indicated that across studies, children and adolescents with ADHD fairly consistently exhibited poorer performance when compared to individuals without clinical diagnoses on the Stroop task as measured by the weighted Word, Color, Color-Word, and Interference scores. The Stroop task did not discriminate ADHD groups from other clinical groups consistently across studies. In conclusion, while impaired performance of the Stroop task may be indicative of an underlying neurological disorder related to frontal lobe dysfunction, poor performance is not sufficient for a diagnosis of ADHD.

Adolescent↗
PubMed2004

Wisconsin Card Sorting Test with children: a meta-analytic study of sensitivity and specificity.

More and more frequently the presence of executive function deficits appears in the research literature in conjunction with disabilities that affect children. Research has been most directed at the extent to which executive function deficits may be implicated in specific disorders such as attention deficit hyperactivity disorder (ADHD); however, deficits in executive function have been found to be typical of developmental disorders in general. The focus of this paper is to examine the extent to which one frequently used measure of executive function, the Wisconsin Card Sorting Test (WCST), demonstrates sensitivity and specificity for the identification of those executive function deficits associated with ADHD as well as its use with other developmental disorders through meta-analytic methods. Evidence of sensitivity of the WCST to dysfunction of the central nervous system is reviewed. Effect sizes calculated for all studies compared groups of children on differing variables of the WCST. The results of this meta-analysis suggest that across all of the studies, individuals with ADHD fairly consistently exhibit poorer performance as compared to individuals without clinical diagnoses on the WCST as measured by Percent Correct, Number of Categories, Total Errors, and Perseverative Errors. Notably, other various clinical groups performed more poorly than the ADHD groups in a number of studies. Thus, while impaired performance on the WCST may be indicative of an underlying neurological disorder, most likely related to frontal lobe function, poor performance is not sufficient for a diagnosis of ADHD. Implications for further research are presented.

Attention Deficit Disorder with Hyperactivity↗