Time knowledge impairments in children with ADHD - 24/12/20

Doi : 10.1016/j.arcped.2020.11.008

A. De la Charie ^a,⁎ , F. Delteil ^a,^b, F. Labrell ^b,^c, P. Colas ^a, J. Vigneras ^a, H. Câmara-Costa ^b, Y. Mikaeloff ^a,^b
^a Centre de référence des troubles du langage et des apprentissages (CRTLA), hôpital Kremlin Bicêtre, Assistance publique–Hôpitaux de Paris (AP–HP), Le Kremlin-Bicêtre, France
^b Inserm, CESP (U1178), faculté de médecine, university Paris-Sud, faculté de médecine-UVSQ, université Paris-Saclay, 94805 Villejuif, France
^c INSHEA (national higher institute for training and research on special needs education), Grhapes (EA 7287), Suresnes, France

^⁎Corresponding author.

Sous presse. Épreuves corrigées par l'auteur. Disponible en ligne depuis le Thursday 24 December 2020
Cet article a été publié dans un numéro de la revue, cliquez ici pour y accéder

Highlights

•	The acquisition of time knowledge is delayed in children with ADHD compared with typically developing children. Rehabilitation focused on time knowledge could help improve patient care and autonomy.

Le texte complet de cet article est disponible en PDF.

Abstract

Background

A large number of studies have shown time perception impairment and reaction time (RT) variability in children with attention deficit hyperactivity disorder (ADHD), and have discussed the causes of such difficulties. However, very few studies have investigated time knowledge (i.e., the correct representation and use of time units) in children with ADHD.

Methods

We evaluated time knowledge in 33 children with ADHD, aged 8–12 years, who had consulted a reference center for learning disabilities in Paris, matched for age and gender with 33 typically developing (TD) children. We used a simple questionnaire-based survey and neuropsychological tests for cognitive and attentional skills.

Results

The acquisition of time knowledge was delayed in children with ADHD compared with TD children (P<0.01). At the end of primary school, children with ADHD obtained time knowledge scores that were close to those of TD children at the beginning of primary school. In children with ADHD, time knowledge was significantly related to the working memory index (P<0.05), but not to ADHD presentation (with or without hyperactivity).

Conclusion

This study shows time knowledge impairment in children with ADHD, and paves the way for new screening tests and rehabilitation focused on time knowledge and time-related skills, in order to improve patient care and autonomy.

Le texte complet de cet article est disponible en PDF.

Keywords : Attention deficit, Hyperactivity disorder (ADHD), Time knowledge, Time perception, Care, Autonomy