(PS1-C56) ADHD Symptoms Associated with Executive Function and Prefrontal EEG Activity

According to the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association [APA], 2013), two and a half percent of adults are diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). ADHD symptoms can include difficulty sustaining attention, organizing and following through with tasks, fidgeting, talking excessively, and interrupting others (APA, 2013). The purpose of this study is to determine patterns of brain activity that are associated with increased ADHD symptoms using an electroencephalogram (EEG). Specifically, this study investigates whether prefrontal activation during an attention task can predict self-reported ADHD symptoms and executive function abilities in college students, as deficits in executive functioning (EF) abilities such as planning, response inhibition, and impulsivity have been shown with higher ADHD symptoms and seem to persist into adulthood for individuals with ADHD (Behnoosh et al., 2021).
 

As a part of a larger study, 54 college students attended a laboratory session to complete a Qualtrics survey measuring self-reported ADHD symptoms using the Adult ADHD Self-Report Scale (ASRS; Kessler et al., 2005) and EF using the Behavior Rating Inventory of Executive Function for Adults (BRIEF-A). After completing the questionnaires, participants were then fitted with an EEG cap to complete an eyes open resting state baseline recording of continuous EEG where individuals were asked to look at a fixation point on the wall and sit as still as possible. They then completed the Attention Network Test (ANT; Fan et al., 2002) as a performance measure of attention related abilities. Change in EEG spectral power was correlated by subtracting baseline power from power during the ANT in the alpha frequency band (8-12Hz) for electrodes F3 and F4. Higher scores on the ASRS indicates more ADHD symptomology and a higher probability of ADHD diagnosis. Higher scores on the BRIEF-A also indicate more deficits in executive functioning abilities. Linear regression analyses were used to determine if change in F3 and F4 between the baseline and task predicted ADHD symptomology and EF.
 

ASRS scores were found to be significantly associated with executive functioning (beta = .83, p < .001). ASRS scores were also found to be significantly associated with change in spectral power of the F3 electrode (beta = .51, p = .012) in the alpha frequency band. Finally, ASRS scores were found to be significantly associated with change in spectral power of the F4 electrode (beta = -.41, p = .046). The overall model was significant (F (3, 49) = 40.26, p < .001).
 

Understanding the neural etiology of attention problems may help in diagnosis and treatment of ADHD, allowing early intervention and better life outcomes. Additionally, understanding the neural patterns involved in attention may allow for biofeedback to help adults learn to focus and improve ADHD symptoms. Dou et al. (2022) conducted a study indicating academic enablers such as study skills, engagement, and motivation indicate greater achievement in university students. Detecting ADHD at an early age to be able to implement these academic enablers or academic accommodations are crucial in assisting individuals to succeed in academic settings.