Geraldina Gaastra

Risky Behavior in Gambling Tasks in Individuals with ADHD : A Systematic Literature Review

Objective The aim of this review was to gain insight into the relationship between Attention deficit hyperactivity disorder (ADHD) and risky performance in gambling tasks and to identify any potential alternate explanatory factors. Methods PsycINFO, PubMed, and Web of Knowledge were searched for relevant literature comparing individuals with ADHD to normal controls (NCs) in relation to their risky performance on a gambling task. In total, fourteen studies in children/adolescents and eleven studies in adults were included in the review. Results Half of the studies looking at children/adolescents with ADHD found evidence that they run more risks on gambling tasks when compared to NCs. Only a minority of the studies on adults with ADHD reported aberrant risky behavior. The effect sizes ranged from small to large for both age groups and the outcome pattern did not differ between studies that applied an implicit or explicit gambling task. Two studies demonstrated that comorbid oppositional defiant disorder (ODD) and conduct disorder (CD) increased risky behavior in ADHD. Limited and/or inconsistent evidence was found that comorbid internalizing disorders (IDs), ADHD subtype, methylphenidate use, and different forms of reward influenced the outcomes. Conclusion The evidence for increased risky performance of individuals with ADHD on gambling tasks is mixed, but is stronger for children/adolescents with ADHD than for adults with ADHD, which may point to developmental changes in reward and/or penalty sensitivity or a publication bias for positive findings in children/adolescents. The literature suggests that comorbid ODD/CD is a risk factor in ADHD for increased risky behavior. Comorbid IDs, ADHD subtype, methylphenidate use, and the form of reward received may affect risky performance in gambling tasks; however, these factors need further examination. Finally, the implications of the findings for ADHD models and the ecological validity of gambling tasks are discussed.

Performance monitoring in autism spectrum disorders: A systematic literature review of event-related potential studies.

Autism spectrum disorder (ASD) is marked by impairments in social-emotional situations, executive functioning, and behavioral regulation. These symptoms may be related to deficits in performance monitoring, i.e., the ability to observe and evaluate ones own behavior and performance which is necessary for the regulation of future behavior. The present literature review investigated electroencephalic correlates of performance monitoring in ASD. Event-related potentials (ERPs) considered in this review included internal performance monitoring components (error-related negativity, error positivity), external performance monitoring components (feedback-related negativity, feedback-P3), and observational performance monitoring components (observer error-related negativity, observer feedback-related negativity). The majority of studies point to reduced internal performance monitoring in ASD. External performance monitoring in reward-processing paradigms, where rewards are independent of performance, seems to be intact in ASD. So far, no studies have investigated the observer error-related negativity in ASD. Available data on the observer feedback-related negativity are inconclusive, since only two studies with differential study results investigated this construct in ASD. In general, results suggest that individuals with ASD have problems with internal performance monitoring and with learning from external, abstract feedback. In contrast, the processing of external, concrete feedback seems to be largely intact in ASD.

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students’ age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students’ age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates’ behavioral and academic outcomes.

Risicovol gedrag op goktaken bij personen met ADHD

SamenvattingAandachtstekortstoornis met hyperactiviteit (ADHD) wordt geassocieerd met meer risicovol gedrag in het dagelijks leven, wat mogelijk verklaard kan worden door cognitieve en motivationele beperkingen. Om meer inzicht in dit verband te krijgen, werd de literatuur geraadpleegd over de prestaties op goktaken bij personen met ADHD. Tegen de verwachtingen in, vond slechts de helft van de studies dat kinderen en adolescenten met ADHD meer risico’s nemen op goktaken dan normaal ontwikkelende personen. Bij volwassenen met ADHD liet slechts een minderheid van de studies afwijkingen zien. Van belang is dat dit patroon hetzelfde was voor taken waarbij de exacte kansverdeling van de uitkomst bij de deelnemer bekend (expliciet) was, als voor taken waarbij deze kansverdeling onbekend (impliciet) was. Dit wijst erop dat cognitieve of cognitief-motivationele beperkingen een rol spelen wanneer er meer risicovol gedrag is bij personen met ADHD. Het grote aantal studies met nulbevindingen betwist echter ADHD-modellen en de gangbare opvatting dat personen met ADHD een sterkere voorkeur hebben voor minder waarschijnlijke grotere beloningen dan voor meer waarschijnlijke kleine beloningen. Een comorbide oppositioneel-opstandige gedragsstoornis of een gedragsstoornis bij personen met ADHD leidt mogelijk tot meer risicovol gedrag op goktaken. Internaliserende stoornissen daarentegen lijken een beschermend effect te hebben, maar toekomstig onderzoek zal deze hypothese moeten bevestigen.

Risky decision-making on gambling tasks in ADHD: A systematic literature review

Springer-Verlag Wien 2013 4th World Congress on ADHD From Childhood to Adult Disease 06–09 June 2013 Milan Italy Editors: Manfred Gerlach, Würzburg, Germany Peter Riederer, Würzburg, Germany Andreas Warnke, Würzburg, Germany 123 ADHD Atten Def Hyp Disord (2013) 5:111–247 DOI 10.1007/s12402-013-0109-7

Risky decision-making on gambling tasks in ADHD

Springer-Verlag Wien 2013 4th World Congress on ADHD From Childhood to Adult Disease 06–09 June 2013 Milan Italy Editors: Manfred Gerlach, Würzburg, Germany Peter Riederer, Würzburg, Germany Andreas Warnke, Würzburg, Germany 123 ADHD Atten Def Hyp Disord (2013) 5:111–247 DOI 10.1007/s12402-013-0109-7