Cognitive control and self-regulation in children with ADHD;Kognitive kontrolle und selbstregulation bei kindern mit adhs

Kindheit und Entwicklung

Volumn 20, Issue 1, 2011, Pages 41-48

  Gawrilow, Caterina ^a,b,c   Schmitt, Kathrin ^b,c   Rauch, Wolfgang ^b,c  

^a GERMAN INSTITUTE FOR INTERNATIONAL EDUCATIONAL RESEARCH   (Germany)

^b Center for Individual Development and Adaptive Education of Children at Risk IDeA   (Germany)

^c GOETHE UNIVERSITY   (Germany)

Author keywords

ADHD; Executive functions; If then plans; Self regulation

Indexed keywords

EID: 78650394843     PISSN: 09425403     EISSN: None     Source Type: Journal    
DOI: 10.1026/0942-5403/a000039     Document Type: Article

References (56)

1. Adam, C., Döpfner, M. & Lehmkuhl, G. (2002). der Verlauf von Aufmerksamkeitsdefizit-/Hyperaktivitätsstörungen (ADHS) im Jugend-und Erwachsenenalter. Kindheit und Entwicklung, 11, 73-81.
2. Angold, A., Erkanli, A., Egger, H. L. & Costello, E. J. (2000). Stimulant treatment for children: A community perspective. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 975-994.
3. Antrop, I., Roeyers, H., Van Oost, P. & Buysse, A. (2000). Stimulation seeking and hyperactivity in children with ADHD. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 225-231.
4. th ed., text revision). Washington, DC: American Psychiatric Association.
5. Banaschewski, T., Roessner, V., Uebel, H. & Rothenberger, A. (2004). Neurobiologie der Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS). Kindheit und Entwicklung, 13, 137-147.
6. Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65-94.
7. Barry, T., Lyman, R. & Klinger, L. (2002). Academic underachievement and attention deficit/hyperactivity disorder: The negative impact of symptom severity on school performance. Journal of School Psychology, 40, 259-283.
8. Baumgaertel, A., Wolraich, M. & Dietrich, M. (1995) Comparison of diagnostic criteria for attention deficit disorders in a German elementary school sample. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 629-638.
9. Cepeda, N., Cepeda, M. & Kramer, A. F. (2000). Task switching and ADHD. Journal of Abnormal Child Psychology, 28, 213-226.
10. Derryberry, D. & Tucker, D. M. (2006). Motivation, self-regulation, and self-organization. In D. Cicchetti & D. J. Cohen (Eds.), Developmental Psychopathology. Vol. 2: Developmental Neurosciences (pp. 502-532). Hoboken, NJ: Wiley.
11. Döpfner, M., Fröhlich, J. & Lehmkuhl, G. (2000). Hyperkinetische Störungen. Leitfaden Kinder-und Jugendpsychotherapie. Göttingen: Hogrefe.
12. Döpfner, M., Banaschewski, T. & Sonuga-Barke, E. J. S. (2008). Aufmerksamkeitsdefizit-/Hyperaktivitätsstörungen (ADHS). In F. Petermann (Hrsg.), Lehrbuch der Klinischen Kinderpsychologie (6. Aufl., S. 257-276). Göttingen: Hogrefe.
13. Douglas, V. I. & Parry, P. A. (1994). Effects of reward and nonreward on frustration and attention in attention deficit disorder. Journal of Abnormal Child Psychology, 22, 281-302.
14. DuPaul, G. & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies. New York: Guilford Press.
15. Eigsti, I., Zayas, V., Mischel, W., Shoda, Y., Ayduk, O., Dadlani, M., Davidson, M., Aber, J. L. & Casey, B. J. (2006). Predicting cognitive control from preschool to late adolescence and young adulthood. Psychological Science, 17, 478-484.
16. Fallgatter, A. J., Ehlis, A. C., Seifert, J., Strik, W. K., Scheuerpflug, P., Zillessen, K. E. et al. (2004). Altered response control and anterior cingulate function in ADHD boys. Clinical Neurophysiology, 115, 973-981.
17. Faraone, S. V., Perlis, R. H., Doyle, A. E., Smoller, J. W., Goralnick, J. J., Holmgren, M. A. et al. (2005). Molecular genetics of attention-deficit/ hyperactivity disorder. Biological Psychiatry, 57, 1313-1323.
18. Friedman, N. P., Haberstick, B. C., Willcutt, E. G., Miyake, A., Young, S. E., Corley, R. P. & Hewitt, J. K. (2007). Greater attention problems during childhood predict poorer executive functioning in late adolescence. Psychological Science, 18, 893-900.
19. Gawrilow, C. & Gollwitzer, P. M. (2008). Implementation intentions facilitate response inhibition in children with ADHD. Cognitive Therapy and Research, 32, 261-280.
20. Gawrilow, C., Gollwitzer, P. M. & Oettingen, G. (in press). If-then plans benefit delay of gratification performance in children with ADHD. Cognitive Therapy and Research.
21. Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54, 493-503.
22. Gollwitzer, P. M. & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances of Experimental Social Psychology, 38, 69-119.
23. Gray, J. D., Punsoni, M., Tabori, N. E., Melton, J. T., Fanslow, V., Ward, M. J., Zupan, B., Menzer, D., Rice, J., Drake, C. T., Romeo, R. D., Brake, W. G., Torres-Reveron, A. & Milner, T. A. (2007). Methylphenidate administration to juvenile rats alters brain areas involved in cognition, motivated behaviors, appetite, and stress. Journal of Neuroscience, 27, 7196-7207.
24. Harris, K. R., Danoff-Friedlander, B., Saddler, B., Frizzelle, R. & Graham, S. (2005). Self-monitoring of attention versus selfmonitoring of academic performance: Differential effects among students with ADHD in the regular classroom. Journal of Special Education, 39, 145-156.
25. Hampel, P., Petermann, F. & Desman, C. (2009). Exekutive Funktionen bei Jungen mit Aufmerksamkeitsstörung im Kindesalter. Kindheit und Entwicklung, 18, 144-152.
26. Holtmann, M., Grasmann, D., Cionek-Szpsk, E., Hager, V., Panzner, N., Beyer, A., Poustka, F. & Stadler, C. (2009). Spezifische Wirksamkeit von Neurofeedback auf die Impulsivität bei ADHS. Kindheit und Entwicklung, 18, 95-104.
27. Huss, M., Hölling, H., Kurth, B. & Schlack, R. (2008). How often are German children and adolescents diagnosed with ADHD? Prevalence based on the judgment of health care professionals: Results of the German health and examination survey (KiGGS). European Child and Adolescent Psychiatry, 17, 52-58.
28. Jerome, L., Segal, A. & Habinski, L. (2006). What we know about ADHD and driving risk: A literature review, meta-analysis and critique. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 15, 105-125.
29. Krause, J. & Krause, K. H. (2006). ADHS im Erwachsenenalter. Stuttgart: Schattauer.
30. Lauth, G. W. & Schlottke, P. F. (2009). Training mit aufmerksamkeitsgestörten Kindern (6. Aufl.). Weinheim: PVU.
31. Locke, H. S. & Braver, T. S. (2010). Motivational influences on cognitive control: A cognitive neuroscience perspective. In R. Hassin, K. N. Ochsner & Y. Trope (Eds.), Self control in society, mind, and brain (pp. 114-140). New York: Oxford University Press.
32. Meichenbaum, D. H. & Goodman, J. (1971). Training impulsive children to talk to themselves: A means of developing selfcontrol. Journal of Abnormal Psychology, 77, 115-126.
33. Metcalfe, J. & Mischel, W. (1999). A hot/cool analysis of delay of gratification: Dynamics of willpower. Psychological Review, 106, 3-19.
34. Miller, E. K. & Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. Annual Review of Neuroscience, 24, 167-202.
35. Mischel, W. (1996). From good intentions to willpower. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior (pp. 197-218). New York: Guilford Press.
36. Miyake, A., Friedman, N., Emerson, M. J., Witzki, A. H., Howerter, A. & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex "frontal lobe" tasks: A latent variable analysis. Cognitive Psychology, 41, 49-100.
37. Nigg, J. T. (2006). What causes ADHD? Understanding what goes wrong and why. New York: Guilford Press.
38. Paul-Jordanov, I., Bechtold, M. & Gawrilow, C. (2010). Methylphenidate and if-then plans are comparable in modulating the P300 and increasing response inhibition in children with ADHD. ADHD, 2, 115-126.
39. Paul, I., Gawrilow, C., Zech, F., Gollwitzer, P., Rockstroh, B., Odenthal, G., Kratzer, W. & Wienbruch, C. (2007). If-then planning modulates the P300 in children with ADHD. NeuroReport, 18, 653-657.
40. Pelham, W. E. & Gnagy, E. M. (1999). Psychosocial and combined treatments for ADHD. Mental Retardation and Developmental Disabilities, 5, 225-236.
41. Petermann, F. & Hampel, P. (2009). Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörung (ADHS). Kindheit und Entwicklung, 18, 135-136.
42. Petermann, F. & Toussaint, A. (2009). Neuropsychologische Diagnostik bei Kindern mit ADHS. Kindheit und Entwicklung, 18, 83-94.
43. Rapport, M. D., Alderson, R. M., Kofler, M. J., Sarver, D. E., Bolden, J. & Sims, V. (2008). Working memory deficits in boys with ADHD: The contribution of central executive and subsystem processes. Journal of Abnormal Child Psychology, 36, 825-837.
44. Rapport, M. D., Scalan, S. W. & Denney, C. B. (1999). Attentiondeficit/hyperactivity disorder and scholastic achievement: A model of dual developmental pathways. Journal of Child Psychology and Psychiatry, 40, 1169-1183.
45. Reid, R., Trout, A. L. & Schartz, M. (2005). Self-regulation interventions for children with ADHD. Exceptional Children, 71, 361-377.
46. Rueda, M. R., Posner, M. I. & Rothbart, M. K. (2004). Attentional control and self regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self regulation: Research, theory, and applications (pp. 283-300). New York: Guilford Press.
47. Sagvolden, T., Johansen, E. B., Aase, H. & Russell, V. A. (2005). A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes. Behavioral and Brain Sciences, 28, 397-468.
48. Sergeant, J. A., Geurts, H., Huijbregts, S., Scheres, A. & Oosterlaan, J. (2003). The top and the bottom of ADHD: A neuropsychological perspective. Neuroscience and Biobehavioral Reviews, 27, 583-592.
49. Shoda, Y., Mischel, W. & Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26, 978-986.
50. Solanto, M. V., Abikoff, H., Sonuga-Barke, E. J. S., Schachar, R., Logan, G. D. et al. (2001). The ecological validity of delay aversion and response inhibition as measures of impulsivity in AD/HD: A supplement to the NIMH multimodal treatment study of AD/HD. Journal of Abnormal Child Psychology, 29, 215-228.
51. Sonuga-Barke, E. J. S. (2002). Psychological heterogenity in AD/HD-a dual pathway model of behaviour and cognition. Behavioural Brain Research, 130, 29-36.
52. Van der Oord, S., Prins, P. J., Oosterlaan, J. & Emmelkamp, P. M. (2008). Efficacy of methylphenidate, psychosocial treatments and their combination in school-aged children with ADHD: A meta-analysis. Clinical Psychology Review, 28, 783-800.
53. Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V. & Pennington, B. F. (2005). Validity of the executive function theory of ADHD: A meta-analytic review. Biological Psychiatry, 57, 1336-1346.
54. Willcutt, E. G. & Pennington, B. F. (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: Differences by gender and subtype. Journal of Learning Disabilities, 33, 179-191.
55. WHO (2009). Internationale Klassifikation psychischer Störungen ICD-10-GM, Kapitel V. Bern: Huber.
56. nd ed., pp. 553-572). Cambridge, MA: MIT Press.