Journal of the American Academy of Child and Adolescent Psychiatry · 1999
Atypical frontal brain activation in ADHD: preschool and elementary school boys and girls.
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Baving L, Laucht M, Schmidt M H
Аннотация
OBJECTIVE: To investigate patterns of frontal brain activation in unmedicated preschool and school boys and girls with attention-deficit/hyperactivity disorder (ADHD).
METHOD: Baseline electroencephalographic activity of 117 children (66 aged 4 years, 51 aged 8 years) was subjected to power spectral analysis, and laterality scores were determined.
RESULTS: Boys with ADHD exhibited a less right-lateralized frontal activation pattern than normal control boys. Girls with ADHD displayed a more right-lateralized frontal activation pattern than normal control girls. This finding applied to children at both 4 1/2 and 8 years of age. There was no difference between children with ADHD and children with ADHD plus oppositional defiant disorder.
CONCLUSIONS: This pattern of frontal brain activation is in line with magnetic resonance imaging studies of ADHD. It could be demonstrated in children as young as 4 1/2 years, as well as in school-age children. The opposite direction of asymmetry in boys and girls stresses the importance of gender-specific analyses in ADHD.
METHOD: Baseline electroencephalographic activity of 117 children (66 aged 4 years, 51 aged 8 years) was subjected to power spectral analysis, and laterality scores were determined.
RESULTS: Boys with ADHD exhibited a less right-lateralized frontal activation pattern than normal control boys. Girls with ADHD displayed a more right-lateralized frontal activation pattern than normal control girls. This finding applied to children at both 4 1/2 and 8 years of age. There was no difference between children with ADHD and children with ADHD plus oppositional defiant disorder.
CONCLUSIONS: This pattern of frontal brain activation is in line with magnetic resonance imaging studies of ADHD. It could be demonstrated in children as young as 4 1/2 years, as well as in school-age children. The opposite direction of asymmetry in boys and girls stresses the importance of gender-specific analyses in ADHD.