Atypical frontal brain activation in ADHD

• Verfasst von: Baving, Lioba [VerfasserIn]
• Verfasst von: Laucht, Manfred [VerfasserIn]
• Verfasst von: Schmidt, Martin H. [VerfasserIn]
• Titel: Atypical frontal brain activation in ADHD
• Titelzusatz: preschool and elementary school boys and girls
• Verf.angabe: Lioba Baving, Manfred Laucht, Martin H. Schmidt
• Jahr: 1999
• Jahr des Originals: 2010
• Umfang: 9 S.
• Fussnoten: Online 4 January 2010 ; Gesehen am 17.11.2020
• Titel Quelle: Enthalten in: American Academy of Child and Adolescent PsychiatryJournal of the American Academy of Child and Adolescent Psychiatry
• Ort Quelle: Kidlington [u.a.] : Elsevier, 1987
• Jahr Quelle: 1999
• Band/Heft Quelle: 38(1999), 11, Seite 1363-1371
• ISSN Quelle: 1527-5418
• DOI: doi:10.1097/00004583-199911000-00010
• Datenträger: Online-Ressource
• Sprache: eng
• Sach-SW: attention-deficit/hyperactivity disorder
• Sach-SW: electroencephalography
• Sach-SW: frontal brain
• Sach-SW: gender
• K10plus-PPN: 1738906752

Abstract

Objective - To investigate patterns of frontal brain activation in unmedicated preschool and school boys and girls with attention-deficit/hyperactivity disorder (ADHD). - Method - Baseline electroencephalographic activity of 117 children (66 aged 4 years. 51 aged 8 years) was subjected to power spectral analysis, and laterality scores were determined. - Results - Boys with ADHD exhibited a less right-lateralized frontal activation pattern than normal-control boys. Girls with ADHD displayed a more right-lateralized frontal activation pattern than normal control girls. This finding applied to children at both 41/2 and 8 years of age. There was no difference between children with ADHD and children with ADHD plus oppositional defiant disorder. - Conclusions - This pattern of frontal brain activation is in line with magnetic resonance imaging studies of ADHD. It could be demonstrated in children as young as 41/2 years, as well as in school-age children. The opposite direction of asymmetry in boys and girls stresses the importance of gender-specific analyses in ADHD.