Task Switch and Handwriting in Children with Attention Deficit/Hyperactivity

The core symptoms of the neurobehavioral syndrome Attention Deficit Hyperactivity Disorder (ADHD) as defined by the DSM-IV (American Psychiatric Association, 1994) are inattention, impulsivity and hyperactivity. The level of attention of these children is inappropriate and they have difficulty concentrating, appear not to listen and are easily distracted. Prevalence of AD/HD has been controversial, even though it is usually estimated at 3-5% in oversees school-age children and 5% in Taiwan. More specifically treatment and intervention are needed for those school-age AD/HD children. The main goal s of the present set of studies are to explore the efficiency of executive function and handwriting performance in AD/HD and compare with normal children in two years. Executive function, more specifically, the control processes involved in task set inhibition and preparation to perform a new task. Multiple complaints in the domain of writing are common among children with AD/HD. Dysgraphia defined as deficits in spelling and handwriting. The neurological substrate involved in dysgraphia in children with ADHD will be assessed according to neuropsychological explanatory processes in linguistic and non linguistic processing. The data will be informative with regard to the cognitive mechanisms and neurological substrate involved in dysgraphia that underlie ADHD. It could be provide useful information for efficient therapeutic and educational interventions for children with AD/HD to enhance their school performance.

Project ID:PF9808-0181
External Project ID:NSC98-2511-S182-004-MY2