Online and Intellectual Awareness of Executive Functioning in Daily Life among Adolescents with and without ADHD

Online and Intellectual Awareness of Executive Functioning in Daily Life among Adolescents with and without ADHD

Objective Executive function deficits (EFD) are a central mechanism underlying negative outcomes in ADHD. This study examined awareness of EFD manifested in “real-time” task performance (Online Awareness) and in general self-knowledge of daily activities, outside the context of a specific task (Inte...

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Veröffentlicht in:Journal of attention disorders 2022-04, Vol.26 (6), p.870-880
Hauptverfasser: Fisher, Orit, Berger, Itai, Grossman, Ephraim S., Maeir, Adina
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container_issue 6
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container_title Journal of attention disorders
container_volume 26
creator Fisher, Orit
Berger, Itai
Grossman, Ephraim S.
Maeir, Adina
description Objective Executive function deficits (EFD) are a central mechanism underlying negative outcomes in ADHD. This study examined awareness of EFD manifested in “real-time” task performance (Online Awareness) and in general self-knowledge of daily activities, outside the context of a specific task (Intellectual Awareness) among adolescents with and without ADHD. Methods 102 adolescents with (n = 52) and without (n = 50) ADHD were administered Weekly Calendar Planning Activity (WCPA) and Behavior Rating Inventory of Executive Function (BRIEF). Parents completed the BRIEF parent version. Awareness was defined using the discrepancy paradigm: performance versus estimation on WCPA for online awareness; self versus parent report on the BRIEF for intellectual awareness. Results Adolescents with ADHD overestimated their performance on the WCPA and underestimated their EFD on the BRIEF compared to parent’s ratings. The discrepancy scores in both types of awareness were significantly larger among ADHD than controls (p 
doi_str_mv 10.1177/10870547211031982
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This study examined awareness of EFD manifested in “real-time” task performance (Online Awareness) and in general self-knowledge of daily activities, outside the context of a specific task (Intellectual Awareness) among adolescents with and without ADHD. Methods 102 adolescents with (n = 52) and without (n = 50) ADHD were administered Weekly Calendar Planning Activity (WCPA) and Behavior Rating Inventory of Executive Function (BRIEF). Parents completed the BRIEF parent version. Awareness was defined using the discrepancy paradigm: performance versus estimation on WCPA for online awareness; self versus parent report on the BRIEF for intellectual awareness. Results Adolescents with ADHD overestimated their performance on the WCPA and underestimated their EFD on the BRIEF compared to parent’s ratings. The discrepancy scores in both types of awareness were significantly larger among ADHD than controls (p &lt; .005). Conclusions Adolescents with ADHD demonstrate significantly lower rates of online and intellectual awareness of EFD compared to controls.</description><identifier>ISSN: 1087-0547</identifier><identifier>EISSN: 1557-1246</identifier><identifier>DOI: 10.1177/10870547211031982</identifier><identifier>PMID: 34378435</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><ispartof>Journal of attention disorders, 2022-04, Vol.26 (6), p.870-880</ispartof><rights>The Author(s) 2021</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c340t-93fc17929192201c69cd07e997d45551ade0e3ece6f31149bb6a98a2f92122143</citedby><cites>FETCH-LOGICAL-c340t-93fc17929192201c69cd07e997d45551ade0e3ece6f31149bb6a98a2f92122143</cites><orcidid>0000-0003-3522-6221</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/10870547211031982$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/10870547211031982$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>315,782,786,21826,27931,27932,43628,43629</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34378435$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Fisher, Orit</creatorcontrib><creatorcontrib>Berger, Itai</creatorcontrib><creatorcontrib>Grossman, Ephraim S.</creatorcontrib><creatorcontrib>Maeir, Adina</creatorcontrib><title>Online and Intellectual Awareness of Executive Functioning in Daily Life among Adolescents with and without ADHD</title><title>Journal of attention disorders</title><addtitle>J Atten Disord</addtitle><description>Objective Executive function deficits (EFD) are a central mechanism underlying negative outcomes in ADHD. This study examined awareness of EFD manifested in “real-time” task performance (Online Awareness) and in general self-knowledge of daily activities, outside the context of a specific task (Intellectual Awareness) among adolescents with and without ADHD. Methods 102 adolescents with (n = 52) and without (n = 50) ADHD were administered Weekly Calendar Planning Activity (WCPA) and Behavior Rating Inventory of Executive Function (BRIEF). Parents completed the BRIEF parent version. Awareness was defined using the discrepancy paradigm: performance versus estimation on WCPA for online awareness; self versus parent report on the BRIEF for intellectual awareness. Results Adolescents with ADHD overestimated their performance on the WCPA and underestimated their EFD on the BRIEF compared to parent’s ratings. The discrepancy scores in both types of awareness were significantly larger among ADHD than controls (p &lt; .005). 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This study examined awareness of EFD manifested in “real-time” task performance (Online Awareness) and in general self-knowledge of daily activities, outside the context of a specific task (Intellectual Awareness) among adolescents with and without ADHD. Methods 102 adolescents with (n = 52) and without (n = 50) ADHD were administered Weekly Calendar Planning Activity (WCPA) and Behavior Rating Inventory of Executive Function (BRIEF). Parents completed the BRIEF parent version. Awareness was defined using the discrepancy paradigm: performance versus estimation on WCPA for online awareness; self versus parent report on the BRIEF for intellectual awareness. Results Adolescents with ADHD overestimated their performance on the WCPA and underestimated their EFD on the BRIEF compared to parent’s ratings. The discrepancy scores in both types of awareness were significantly larger among ADHD than controls (p &lt; .005). 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title Online and Intellectual Awareness of Executive Functioning in Daily Life among Adolescents with and without ADHD
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