@article{ref1,
title="Multimethod assessment of attention, executive functions, and motor skills in children with and without ADHD: children's performance and parents' perceptions",
journal="Journal of attention disorders",
year="2019",
author="Bünger, Anette and Urfer-Maurer, Natalie and Grob, Alexander",
volume="ePub",
number="ePub",
pages="1087054718824985-1087054718824985",
abstract="OBJECTIVE: We examined whether children with attention-deficit/hyperactivity disorder (ADHD) differ from children without ADHD in attention, executive functions, and motor skills and whether measures of parents' perceptions and children's performance reveal comparable results. <br><br>METHOD: About 52 children with ADHD and 52 children without ADHD aged 6 to 13 years completed performance-based measures of attention, executive functions, and motor skills. Parents completed questionnaires to rate their children's skills. <br><br>RESULTS: Parent questionnaires but not performance-based measures revealed higher inattention and lower executive function skills in children with ADHD compared to controls. For motor skills, both measurement methods revealed lower mean values and a higher number of children showing an impairment in the ADHD group. Parent-reported difficulties but not performance-based measures were related to the presence of an ADHD diagnosis. <br><br>CONCLUSION: Our findings suggest that considering both parent questionnaires and performance-based measures will lead to a comprehensive picture of a child's strengths and difficulties.<p /> <p>Language: en</p>",
language="en",
issn="1087-0547",
doi="10.1177/1087054718824985",
url="http://dx.doi.org/10.1177/1087054718824985"
}