Reply to What does your child’s low processing speed “look” like?

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[quote=Anonymous]ADHD and processing speed usually interact. I don't think you can easily tease out which is at the root of executive functioning issues. My child has extremely low processing speed, high 'intelligence.' and is diagnosed with ADHD-I and anxiety (age 15) and is a voracious reader and can pay keen attention to what is interesting to them.  I'm going to copy some excerpted quotes from a recent neuropsych exam where the psychologist tried to explain how these factors interact (especially on non-preferred task) since I can't adequately paraphrase.

"Executive functioning describes an individual’s facility with directing his attention, working efficiently, being strategic, planning and evaluating the quality of his performance, controlling his behavioral impulses, and seeing tasks through to completion. An adolescent’s ability to do these cognitive tasks indicates how well he can “self-monitor” and to what extent he requires external support to function across settings. Attention, behavior regulation (i.e., impulsivity and hyperactivity) and metacognition (e.g., planning, organization, working memory, and self-monitoring) are all subsumed under the umbrella term of executive functioning, which includes all the steps necessary for initiating and successfully completing tasks. CHILD has executive functioning and arousal regulation deficits that create more stress and uncertainty in his
academic life and fuel his anxiety about schoolwork.

"CHILD completed the Conners’ Continuous Performance Test, Third Edition (CPT-3), a purposely-tedious computer-administered task, which requires the respondent to consistently respond to target letters presented on the screen and consistently inhibit responses to one non-target letter. The task lasts for 14 minutes and is designed to simulate low levels of arousal. As such, it is a good measure of sustained attention, efficiency, and self-monitoring during disinteresting tasks. By tracking minute changes in reaction times, the CPT-3 is designed to detect the brain’s interest level, vigilance, and impulse control over the course of the test as well as during differing levels of stimulation. CHILD's CPT-3 results suggest inattention. His reaction time was very slow and his speed slowed down more as the test progressed, both indications of low arousal for mundane tasks.

"His symptoms include trouble with concentration and task initiation, poor time management, forgetfulness, tendency to make careless mistakes, and avoidance of tasks that require sustained mental effort. CHILD's symptoms are not observed by his teachers to the same degree
that they are observed by his parents. This is likely because CHILD is a quiet and compliant student who wants to please his teachers and does not want them to know that he is struggling or falling behind. It is important that they know that, beneath the surface, his executive functioning delays, and anxiety all have a negative impact on his ability to demonstrate his true aptitude."[/quote]

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