Error and feedback processing in children with ADHD and children with Autistic Spectrum Disorder: An EEG event-related potential study

Yvonne Groen; Albertus A. Wijers; Lambertus J. M. Mulder; Brenda Waggeveld; Ruud B. Minderaa; Monika Althaus

doi:10.1016/j.clinph.2008.08.004

Error and feedback processing in children with ADHD and children with Autistic Spectrum Disorder: An EEG event-related potential study

Yvonne Groen^*, Albertus A. Wijers, Lambertus J. M. Mulder, Brenda Waggeveld, Ruud B. Minderaa, Monika Althaus

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

124 Citations (Scopus)

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Abstract

Objective: Performance monitoring was investigated in typically developing (TD) children, children with Autistic Spectrum Disorder (ASD), and Methylphenidate (Mph)-treated and medication-free children with Attention Deficit Hyperactivity Disorder (ADHD).

Methods: Subjects performed a feedback-based learning task. Event-related Potentials (ERPs) time locked to responses and feedback were derived from the EEG.

Results: Compared to the TD and ASD groups, the medication-free ADHD group showed a decreased response-locked Error Related Negativity (ERN) and error Positivity (Pe), particularly as learning progressed throughout the task. Compared to the medication-free ADHD group, the Methylphenidate-treated group showed a normalised Pe. All clinical groups showed or tended to show a decreased feedback-locked late positive potential to negative feedback.

Conclusions: The ERPs suggest that medication-free children with ADHD, but not with ASD, have a diminished capacity to monitor their error responses when they are learning by performance feedback. This capacity partially 'normalises' in Mph-treated children with ADHD. Both children with ADHD and children with ASD are Suggested being compromised in affective feedback Processing.

Significance: This study shows that measuring ERPs of error and feedback processing is a useful method for (1) dissociating ADHD from ASD and (2) elucidating medication effects in ADHD on component processes of performance monitoring. (C) 2008 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Original language	English
Pages (from-to)	2476-2493
Number of pages	18
Journal	Clinical Neurophysiology
Volume	119
Issue number	11
DOIs	https://doi.org/10.1016/j.clinph.2008.08.004
Publication status	Published - Nov-2008

Keywords

Performance monitoring
Attention Deficit Hyperactivity Disorder
Pervasive Developmental Disorder
Methylphenidate
ERP
ATTENTION-DEFICIT/HYPERACTIVITY DISORDER
DEFICIT-HYPERACTIVITY DISORDER
MEDIAL-FRONTAL-CORTEX
PERVASIVE DEVELOPMENTAL DISORDER
BRAIN POTENTIALS
DIAGNOSTIC INTERVIEW
SUSTAINED ATTENTION
SOCIAL-BEHAVIOR
NEURAL SYSTEM
HEART-RATE

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Groenetal2008_ERP_ClinNeurophysiolFinal publisher's version, 1.06 MB

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124 Citations
1 Article

De verwerking van fouten en feedback bij kinderen met ADHD of PDD-NOS
Translated title of the contribution: Processing of errors and feedback in children with ADHD or PDD-NOSGroen, Y., 2010, In: Wetenschappelijk Tijdschrift Autisme. 9, 1, p. 21-27 7 p.
Research output: Contribution to journal › Article › Professional

Open Access
File

1 Professional or public presentation
1 Academic presentation

Expert meeting on 'Error and feedback processing in ADHD'
Yvonne Groen (Keynote speaker)
17-Dec-2014
Activity: Talk and presentation › Professional or public presentation › Professional
12e Nationaal Autisme Congres
Yvonne Groen (Invited speaker)
16-Mar-2012
Activity: Talk and presentation › Academic presentation › Academic

Cite this

@article{d76b389d7b974725a26dcd966ca0d4c8,

title = "Error and feedback processing in children with ADHD and children with Autistic Spectrum Disorder: An EEG event-related potential study",

abstract = "Objective: Performance monitoring was investigated in typically developing (TD) children, children with Autistic Spectrum Disorder (ASD), and Methylphenidate (Mph)-treated and medication-free children with Attention Deficit Hyperactivity Disorder (ADHD).Methods: Subjects performed a feedback-based learning task. Event-related Potentials (ERPs) time locked to responses and feedback were derived from the EEG.Results: Compared to the TD and ASD groups, the medication-free ADHD group showed a decreased response-locked Error Related Negativity (ERN) and error Positivity (Pe), particularly as learning progressed throughout the task. Compared to the medication-free ADHD group, the Methylphenidate-treated group showed a normalised Pe. All clinical groups showed or tended to show a decreased feedback-locked late positive potential to negative feedback.Conclusions: The ERPs suggest that medication-free children with ADHD, but not with ASD, have a diminished capacity to monitor their error responses when they are learning by performance feedback. This capacity partially 'normalises' in Mph-treated children with ADHD. Both children with ADHD and children with ASD are Suggested being compromised in affective feedback Processing.Significance: This study shows that measuring ERPs of error and feedback processing is a useful method for (1) dissociating ADHD from ASD and (2) elucidating medication effects in ADHD on component processes of performance monitoring. (C) 2008 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.",

keywords = "Performance monitoring, Attention Deficit Hyperactivity Disorder, Pervasive Developmental Disorder, Methylphenidate, ERP, ATTENTION-DEFICIT/HYPERACTIVITY DISORDER, DEFICIT-HYPERACTIVITY DISORDER, MEDIAL-FRONTAL-CORTEX, PERVASIVE DEVELOPMENTAL DISORDER, BRAIN POTENTIALS, DIAGNOSTIC INTERVIEW, SUSTAINED ATTENTION, SOCIAL-BEHAVIOR, NEURAL SYSTEM, HEART-RATE",

author = "Yvonne Groen and Wijers, {Albertus A.} and Mulder, {Lambertus J. M.} and Brenda Waggeveld and Minderaa, {Ruud B.} and Monika Althaus",

year = "2008",

month = nov,

doi = "10.1016/j.clinph.2008.08.004",

language = "English",

volume = "119",

pages = "2476--2493",

journal = "Clinical Neurophysiology",

issn = "1388-2457",

publisher = "ELSEVIER IRELAND LTD",

number = "11",

}

TY - JOUR

T1 - Error and feedback processing in children with ADHD and children with Autistic Spectrum Disorder

T2 - An EEG event-related potential study

AU - Groen, Yvonne

AU - Wijers, Albertus A.

AU - Mulder, Lambertus J. M.

AU - Waggeveld, Brenda

AU - Minderaa, Ruud B.

AU - Althaus, Monika

PY - 2008/11

Y1 - 2008/11

N2 - Objective: Performance monitoring was investigated in typically developing (TD) children, children with Autistic Spectrum Disorder (ASD), and Methylphenidate (Mph)-treated and medication-free children with Attention Deficit Hyperactivity Disorder (ADHD).Methods: Subjects performed a feedback-based learning task. Event-related Potentials (ERPs) time locked to responses and feedback were derived from the EEG.Results: Compared to the TD and ASD groups, the medication-free ADHD group showed a decreased response-locked Error Related Negativity (ERN) and error Positivity (Pe), particularly as learning progressed throughout the task. Compared to the medication-free ADHD group, the Methylphenidate-treated group showed a normalised Pe. All clinical groups showed or tended to show a decreased feedback-locked late positive potential to negative feedback.Conclusions: The ERPs suggest that medication-free children with ADHD, but not with ASD, have a diminished capacity to monitor their error responses when they are learning by performance feedback. This capacity partially 'normalises' in Mph-treated children with ADHD. Both children with ADHD and children with ASD are Suggested being compromised in affective feedback Processing.Significance: This study shows that measuring ERPs of error and feedback processing is a useful method for (1) dissociating ADHD from ASD and (2) elucidating medication effects in ADHD on component processes of performance monitoring. (C) 2008 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

AB - Objective: Performance monitoring was investigated in typically developing (TD) children, children with Autistic Spectrum Disorder (ASD), and Methylphenidate (Mph)-treated and medication-free children with Attention Deficit Hyperactivity Disorder (ADHD).Methods: Subjects performed a feedback-based learning task. Event-related Potentials (ERPs) time locked to responses and feedback were derived from the EEG.Results: Compared to the TD and ASD groups, the medication-free ADHD group showed a decreased response-locked Error Related Negativity (ERN) and error Positivity (Pe), particularly as learning progressed throughout the task. Compared to the medication-free ADHD group, the Methylphenidate-treated group showed a normalised Pe. All clinical groups showed or tended to show a decreased feedback-locked late positive potential to negative feedback.Conclusions: The ERPs suggest that medication-free children with ADHD, but not with ASD, have a diminished capacity to monitor their error responses when they are learning by performance feedback. This capacity partially 'normalises' in Mph-treated children with ADHD. Both children with ADHD and children with ASD are Suggested being compromised in affective feedback Processing.Significance: This study shows that measuring ERPs of error and feedback processing is a useful method for (1) dissociating ADHD from ASD and (2) elucidating medication effects in ADHD on component processes of performance monitoring. (C) 2008 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

KW - Performance monitoring

KW - Attention Deficit Hyperactivity Disorder

KW - Pervasive Developmental Disorder

KW - Methylphenidate

KW - ERP

KW - ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

KW - DEFICIT-HYPERACTIVITY DISORDER

KW - MEDIAL-FRONTAL-CORTEX

KW - PERVASIVE DEVELOPMENTAL DISORDER

KW - BRAIN POTENTIALS

KW - DIAGNOSTIC INTERVIEW

KW - SUSTAINED ATTENTION

KW - SOCIAL-BEHAVIOR

KW - NEURAL SYSTEM

KW - HEART-RATE

U2 - 10.1016/j.clinph.2008.08.004

DO - 10.1016/j.clinph.2008.08.004

M3 - Article

SN - 1388-2457

VL - 119

SP - 2476

EP - 2493

JO - Clinical Neurophysiology

JF - Clinical Neurophysiology

IS - 11

ER -

Error and feedback processing in children with ADHD and children with Autistic Spectrum Disorder: An EEG event-related potential study

Abstract

Keywords

Access to Document

Handle.net

Research output

De verwerking van fouten en feedback bij kinderen met ADHD of PDD-NOS

Activities

Expert meeting on 'Error and feedback processing in ADHD'

12e Nationaal Autisme Congres

Cite this