Die Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung: Eine neuropsychologische Perspektive mit neuen Ansätzen für Diagnostik und Therapie

Abstract

Recent models about the etiopathogenesis of attention-deficit/hyperactivity disorder (ADHD) postulate executive function deficits and motivational dysfunctions as the essential neuropsychological constituents in affected patients. Measures based on PASS processes to assess the cognitive and executive deficits specific to ADHD are basically being applied in the English language area. PASS theory has been shown to be sensitive to the specific cognitive problems and executive deficits of children with ADHD by assessing the following dynamic cognitive processes: planning, attention, simultaneous and successive processing. The thesis describes the neuropsychological fundamentals of ADHD and presents corresponding diagnostic measures. The role of current measures based on PASS theory in regard to the diagnostic process and resulting implications for clinical every day life are being discussed. It is also discussed whether fundamental learning theory-based techniques lead to substantial improvements in neuropsychological functioning of children with ADHD.