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A Comparison of Cognitive and Psychosocial Function for Males Within the ADHD Continuum

Two case studies are presented illustrating neurophysiological dysfunction suggesting input or output deficits in ADHD assessed across multiple domains. Data included child and family history, behavior ratings, information processing, speed, cognitive, neurophysiological, and academic function. Pretreatment data indicated impaired processing speed, excessive slow to fast wave ratios indicative of attentional disregulation, and poor psychosocial function evident in both children. Posttreatment assessment indicated improvement in slow to fast wave ratios and psychosocial functioning for both children. Additional improvement was also noted in cognitive and academic function in MH, the child with learning disabilities, and in processing speed for CX, the child with elevated cognitive function. Neurophysiological disregulation in ADHD may result in input or output impairment differentially affecting cognitive, academic, and psychosocial functioning. Heterogeneity within the ADHD continuum underscores the need for multifaceted assessment to guide diagnosis and treatment. In ADHD children nonresponsive to stimulants, neurofeedback can be a viable treatment to enhance attentional focus and on-task behavior.