الفهرس 
INTRODUCTIONOnly 14 pages are availabe for public view
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Abstract
In our study we used BDEFS-CA to assess executive functions among a sample of 340 children divided in to four groups: group 1(100 children): ADHD only, group II (80 children): LD only. group III (60 children): combined ADHD and LD and group IV (100 children): control group.The aim of the work is to:
1) Study executive functions among children with attention-deficit hyperactivity disorder (ADHD) and children with learning disorder.
2) Compare between the studied executive functions among children with attention-deficit hyperactivity disorder (ADHD), children with learning disorder and the control group.Inclusion criteria included children aged from 6 to 13 of both sexes of average IQ and all had to be drug naive with no sensory impairment or disabling neurological disorder and after their parents’ consent.
Our results showed that there was significant higher affection of the five executive functions domains in the first three groups more than the fourth control groupIt showed that self- restraint (response - inhibition) executive dysfunction was the most commonly affected EF in group I while time management EF and self- regulation and problem solving EF were the most commonly affected EF in the LD group.In conclusion the present work finding suggested that executive dysfunctions are an important domain affected in ADHD, LD and both combined. They are significantly related to younger age, male gender, other psychiatric comorbidities, below average social class and exposure to abuse and neglect.It is reflected on child school achievement, emotional lability and frequency of accidents and therefore, EF should be assessed and managed for improving children welfare.
Specific conclusions included:I)Time management EF was significantly associated with higher frequency of accidents by the children.
1) Different psychiatric comorbidities as epilepsy comorbidity and Younger Age (age less than 10 years) were found to be a significant risk factors for problem solving executive dysfunction.
2) Lower socioeconomic standards and younger age <10 years was found to be a significant risk factor for Self-restraint(inhibition)executive dysfunction.
3) Male sex was found to be a significant risk factor for self –motivation executive dysfunction, it was found also to be the most significantly associated EF with scholastic achievement(scholastic achievement was also significantly related to IQ but insignificantly related to Conner’s score).
4) Psychiatric comorbidity as Disruptive behavior disorders (including ODD and conduct disorder) and mood disorders, Abuse whether physical or sexual and neglect and low socioeconomic standards were found to be risk factors for emotion regulation executive dysfunction.
5) BDEFS-CA is newly translated and tested for reliability in Arabic language reliable to be used for rating executive functions in children and adolescents.
According to these results we recommend the following:
1) Complete executive function profile assessment should be done for children diagnosed with ADHD or learning disability and EF intervention program should be included in the management plan for better outcomes mainly self-restraint EF in case of ADHD and problem solving and self-organization EF in case of learning disabilities
2) Children presenting by associated Complains as low scholastic achievement, recurrent accidents or emotional liability or dysregulation should not be justified only by the ADHD symptoms but it is recommended to assess their executive function profiles in specific domains in order to recommend the specific interventions programs targeting the defective EF where self-motivation EF should be assessed in case of low scholastic achievements, time management EF in case of recurrent accidents and emotion regulation EF in cases of emotional liability