Rapid automatized naming (RAN) in children with ADHD: An ex-Gaussian analysis

Matthew Ryan, Lisa A. Jacobson, Cole Hague, Alison Bellows, Martha B. Denckla, E. Mark Mahone

Research output: Contribution to journalArticle

Abstract

Children with ADHD demonstrate increased frequent “lapses” in performance on tasks in which the stimulus presentation rate is externally controlled, leading to increased variability in response times. It is less clear whether these lapses are also evident during performance on self-paced tasks, e.g., rapid automatized naming (RAN), or whether RAN inter-item pause time variability uniquely predicts reading performance. A total of 80 children aged 9 to 14 years—45 children with attention-deficit/hyperactivity disorder (ADHD) and 35 typically developing (TD) children—completed RAN and reading fluency measures. RAN responses were digitally recorded for analyses. Inter-stimulus pause time distributions (excluding between-row pauses) were analyzed using traditional (mean, standard deviation [SD], coefficient of variation [CV]) and ex-Gaussian (mu, sigma, tau) methods. Children with ADHD were found to be significantly slower than TD children (p 2 = .16), even after controlling for IQ, basic reading, ADHD symptom severity and age. The findings suggest that children with ADHD (without word-level reading difficulties) manifest slowed performance on tasks of reading fluency; however, this “slowing” may be due in part to lapses from ongoing performance that can be assessed directly using ex-Gaussian methods that capture excessively long response times.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalChild Neuropsychology
DOIs
StateAccepted/In press - Apr 23 2016

Fingerprint

Attention Deficit Disorder with Hyperactivity
Task Performance and Analysis
Reaction Time

Keywords

  • childhood
  • development
  • dyslexia
  • executive function
  • processing speed
  • Reading

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Neuropsychology and Physiological Psychology

Cite this

Rapid automatized naming (RAN) in children with ADHD : An ex-Gaussian analysis. / Ryan, Matthew; Jacobson, Lisa A.; Hague, Cole; Bellows, Alison; Denckla, Martha B.; Mahone, E. Mark.

In: Child Neuropsychology, 23.04.2016, p. 1-17.

Research output: Contribution to journalArticle

Ryan, Matthew; Jacobson, Lisa A.; Hague, Cole; Bellows, Alison; Denckla, Martha B.; Mahone, E. Mark / Rapid automatized naming (RAN) in children with ADHD : An ex-Gaussian analysis.

In: Child Neuropsychology, 23.04.2016, p. 1-17.

Research output: Contribution to journalArticle

@article{9afff5fa73d64da6894a340bce2a6cb1,
title = "Rapid automatized naming (RAN) in children with ADHD: An ex-Gaussian analysis",
abstract = "Children with ADHD demonstrate increased frequent “lapses” in performance on tasks in which the stimulus presentation rate is externally controlled, leading to increased variability in response times. It is less clear whether these lapses are also evident during performance on self-paced tasks, e.g., rapid automatized naming (RAN), or whether RAN inter-item pause time variability uniquely predicts reading performance. A total of 80 children aged 9 to 14 years—45 children with attention-deficit/hyperactivity disorder (ADHD) and 35 typically developing (TD) children—completed RAN and reading fluency measures. RAN responses were digitally recorded for analyses. Inter-stimulus pause time distributions (excluding between-row pauses) were analyzed using traditional (mean, standard deviation [SD], coefficient of variation [CV]) and ex-Gaussian (mu, sigma, tau) methods. Children with ADHD were found to be significantly slower than TD children (p 2 = .16), even after controlling for IQ, basic reading, ADHD symptom severity and age. The findings suggest that children with ADHD (without word-level reading difficulties) manifest slowed performance on tasks of reading fluency; however, this “slowing” may be due in part to lapses from ongoing performance that can be assessed directly using ex-Gaussian methods that capture excessively long response times.",
keywords = "childhood, development, dyslexia, executive function, processing speed, Reading",
author = "Matthew Ryan and Jacobson, {Lisa A.} and Cole Hague and Alison Bellows and Denckla, {Martha B.} and Mahone, {E. Mark}",
year = "2016",
month = "4",
doi = "10.1080/09297049.2016.1172560",
pages = "1--17",
journal = "Child Neuropsychology",
issn = "0929-7049",
publisher = "Psychology Press Ltd",

}

TY - JOUR

T1 - Rapid automatized naming (RAN) in children with ADHD

T2 - Child Neuropsychology

AU - Ryan,Matthew

AU - Jacobson,Lisa A.

AU - Hague,Cole

AU - Bellows,Alison

AU - Denckla,Martha B.

AU - Mahone,E. Mark

PY - 2016/4/23

Y1 - 2016/4/23

N2 - Children with ADHD demonstrate increased frequent “lapses” in performance on tasks in which the stimulus presentation rate is externally controlled, leading to increased variability in response times. It is less clear whether these lapses are also evident during performance on self-paced tasks, e.g., rapid automatized naming (RAN), or whether RAN inter-item pause time variability uniquely predicts reading performance. A total of 80 children aged 9 to 14 years—45 children with attention-deficit/hyperactivity disorder (ADHD) and 35 typically developing (TD) children—completed RAN and reading fluency measures. RAN responses were digitally recorded for analyses. Inter-stimulus pause time distributions (excluding between-row pauses) were analyzed using traditional (mean, standard deviation [SD], coefficient of variation [CV]) and ex-Gaussian (mu, sigma, tau) methods. Children with ADHD were found to be significantly slower than TD children (p 2 = .16), even after controlling for IQ, basic reading, ADHD symptom severity and age. The findings suggest that children with ADHD (without word-level reading difficulties) manifest slowed performance on tasks of reading fluency; however, this “slowing” may be due in part to lapses from ongoing performance that can be assessed directly using ex-Gaussian methods that capture excessively long response times.

AB - Children with ADHD demonstrate increased frequent “lapses” in performance on tasks in which the stimulus presentation rate is externally controlled, leading to increased variability in response times. It is less clear whether these lapses are also evident during performance on self-paced tasks, e.g., rapid automatized naming (RAN), or whether RAN inter-item pause time variability uniquely predicts reading performance. A total of 80 children aged 9 to 14 years—45 children with attention-deficit/hyperactivity disorder (ADHD) and 35 typically developing (TD) children—completed RAN and reading fluency measures. RAN responses were digitally recorded for analyses. Inter-stimulus pause time distributions (excluding between-row pauses) were analyzed using traditional (mean, standard deviation [SD], coefficient of variation [CV]) and ex-Gaussian (mu, sigma, tau) methods. Children with ADHD were found to be significantly slower than TD children (p 2 = .16), even after controlling for IQ, basic reading, ADHD symptom severity and age. The findings suggest that children with ADHD (without word-level reading difficulties) manifest slowed performance on tasks of reading fluency; however, this “slowing” may be due in part to lapses from ongoing performance that can be assessed directly using ex-Gaussian methods that capture excessively long response times.

KW - childhood

KW - development

KW - dyslexia

KW - executive function

KW - processing speed

KW - Reading

UR - http://www.scopus.com/inward/record.url?scp=84964430111&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84964430111&partnerID=8YFLogxK

U2 - 10.1080/09297049.2016.1172560

DO - 10.1080/09297049.2016.1172560

M3 - Article

SP - 1

EP - 17

JO - Child Neuropsychology

JF - Child Neuropsychology

SN - 0929-7049

ER -