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Freie Beiträge

Planen und prospektives Erinnern von Absichten bei Kindern mit einer hyperkinetischen Störung

Published Online:September 01, 2006https://doi.org/10.1026/0942-5403.14.2.103

Abstract

Zusammenfassung. Die vorliegende Studie verfolgte das Ziel, mögliche Defizite beim Planen und prospektiven Erinnern von Absichten bei Kindern mit einer hyperkinetischen Störung (HKS) zu identifizieren und phasenbezogen zu spezifizieren. Insgesamt 40 Kinder wurden hierfür mit dem Heidelberger Exekutivdiagnostikum (Martin & Kliegel, 2003) dahingehend untersucht, inwieweit sie verschiedene Aufgaben planen und nach zeitlicher Verzögerung und unter Beachtung bestimmter Regeln selbstständig initiieren und ausführen können. Die Ergebnisse zeigen differenzielle Unterschiede in verschiedenen Aufgabenaspekten der komplexen prospektiven Gedächtnisaufgabe zwischen den Gruppen. Kinder mit HKS zeigen qualitativ schlechtere Leistungen vor allem in der Handlungsplanung und der Güte der ausgeführten Handlung. Die vorliegenden Daten stützen die Befunde zu defizitären exekutiven Funktionsleistungen in HKS-Patienten und liefern erste spezifische Hinweise hinsichtlich konkreter eingeschränkter Komponenten in einer komplexen prospektiven Gedächtnisaufgabe bei Kindern mit HKS.


Realization of delayed intentions in children with attention-deficit/hyperactivity disorder

Abstract. The present study investigates the realization of delayed intentions in children with attention-deficit/hyperactivity disorder (ADHD). Based on the assumptions that children with ADHD have a deficit in tasks reflecting executive functions and that the realization of delayed intentions requires executive control, the hypothesis that children with ADHD might have difficulties in this type of task was tested. Results show effects of ADHD on performance in a task that requires the realization of a set of complex intentions. In conclusion, the present study reveals initial evidence for specific impairments of children with ADHD in the realization of complex intentions. In addition, data support the executive deficit theory of ADHD.

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