Systematic Review: Attention-Deficit/Hyperactivity Disorder and Instrumental Learning - 26/10/21
, Hasse De Meyer, PhD 1, 2, Tom Beckers, PhD 1, Marina Danckaerts, MD, PhD 1, 3, Dagmar Van Liefferinge, PhD 3, Gail Tripp, PhD 4, Saskia Van der Oord, PhD 1, 5Profs. Tripp and Van der Oord share co-last authorship of this work.
Résumé |
Objective |
Although instrumental learning deficits are, among other deficits, assumed to contribute to attention-deficit/hyperactivity disorder (ADHD), no comprehensive systematic review of instrumental learning deficits in ADHD exists. This review examines differences between ADHD and typically developing (TD) children in basic instrumental learning and the effects of reinforcement form, magnitude, schedule, and complexity, as well as effects of medication, on instrumental learning in children with ADHD.
Method |
A systematic search of PubMed, PsyINFO, CINAHL, EMBASE+EMBASE CLASSIC, ERIC, and Web of Science was conducted for articles up to March 16, 2020. Experimental studies comparing instrumental learning between groups (ADHD versus TD) or a manipulation of reinforcement/medication within an ADHD sample were included. Quality of studies was assessed with an adapted version of the Hombrados and Waddington criteria to assess risk of bias in (quasi-) experimental studies.
Results |
A total of 19 studies from among 3,384 non-duplicate screened articles were included. No difference in basic instrumental learning was found between children with ADHD and TD children, nor effects of form or magnitude of reinforcement. Results regarding reinforcement schedule and reversal learning were mixed, but children with ADHD seemed to show deficits in conditional discrimination learning compared to TD children. Methylphenidate improved instrumental learning in children with ADHD. Quality assessment showed poor quality of studies with respect to sample sizes and outcome and missing data reporting.
Conclusion |
The review identified very few and highly heterogenous studies, with inconsistent findings. No clear deficit was found in instrumental learning under laboratory conditions. Children with ADHD do show deficits in complex forms of learning, that is, conditional discrimination learning. Clearly more research is needed, using more similar task designs and manipulations.
Le texte complet de cet article est disponible en PDF.Key words : ADHD, instrumental learning, systematic review
Plan
| This study was funded by G.0845.19N of the Research Foundation Flanders (FWO). |
|
| This article is part of a special series devoted to the subject of child and adolescent attention-deficit/hyperactivity disorder (ADHD). The series covers a range of topics in the area including genetics, neuroimaging, treatment, and others. The series was edited by Guest Editor Jonathan Posner, MD along with Deputy Editor Samuele Cortese, MD, PhD. |
|
| This work has been prospectively registered: display_record.php?ID=CRD42020170117. |
|
| Author Contributions Conceptualization: Hulsbosch, De Meyer, Beckers, Danckaerts, Van Liefferinge, Tripp, Van der Oord Data curation: Hulsbosch Formal analysis: Hulsbosch, De Meyer, Tripp, Van der Oord Funding acquisition: Danckaerts, Van der Oord Investigation: Hulsbosch, De Meyer, Beckers, Tripp, Van der Oord Methodology: Hulsbosch, De Meyer, Beckers, Tripp, Van der Oord Project administration: Hulsbosch, Van der Oord Resources: Van der Oord Supervision: Beckers, Danckaerts, Tripp, Van Liefferinge, Van der Oord Validation: Hulsbosch Visualization: Hulsbosch, De Meyer, Beckers, Tripp, Van der Oord Writing – original draft: Hulsbosch Writing – review and editing: Hulsbosch, De Meyer, Beckers, Danckaerts, Van Liefferinge, Tripp, Van der Oord |
|
| Disclosure: Drs. Danckaerts and Van Liefferinge have been involved in a clinical trial sponsored by Takeda. Drs. De Meyer, Beckers, Tripp, Van der Oord and Mrs. Hulsbosch have reported no biomedical financial interests or potential conflicts of interest. |
Vol 60 - N° 11
P. 1367-1381 - novembre 2021 Retour au numéro
Article précédent
- Systematic Review and Meta-analysis: Effectiveness of Wraparound Care Coordination for Children and Adolescents
- Jonathan R. Olson, Philip H. Benjamin, Alya A. Azman, Marianne A. Kellogg, Michael D. Pullmann, Jesse C. Suter, Eric J. Bruns
- The Effects of At-Birth Adoption on Atypical Behavior and Anxiety: A Nonhuman Primate Model
- Elizabeth K. Wood, Whitney F. Espinel, Jacob Hunter, Alexa Emmett, Andrea N. Skowbo, Melanie L. Schwandt, Courtney Shannon, Stephen G. Lindell, Christina S. Barr, Stephen J. Suomi, J. Dee Higley
Bienvenue sur EM-consulte, la référence des professionnels de santé.
L’accès au texte intégral de cet article nécessite un abonnement.
Déjà abonné à cette revue ?