Font Size: 

This study compared the performance in cognitivefunctions, emotional aspects and comorbidities of children with ADHD andchildren without learning disabilities and/or attention deficits. 41 children, aged between 8 and 14 years old, were divided into Study Group (SG– 21 ADHD children) and Control Group (CG – 20 children without attention and/or learning difficulties complaints). Theinstruments used: Wechsler Intelligence Scale for Children (WISC III); CancelationTest; Trail Making Test, Stroop Color Word Test, Tower of London, Wisconsin CardSorting Test; Self-Esteem Multidimensional Scale; Self-Concept Scale for Childrenand Youth, Children's Depression Inventory, Child Behavior Checklist (CBCL). Incognitive evaluation, children with ADHD showed poorer performance on tests ofvisual and auditory sustained attention, alternating attention, visualselective attention, immediate auditory memory, mental flexibility, planning capacityand anticipation of actions. As for the emotional aspects, SG presented poorerperformance on self-esteem and social self-concept, but in general results of self-conceptthere was no difference between the groups. There were no significantdifferences in depressive symptomatology in the general result, but SG showedgreater impact on performance self-evaluation, in feelings of guilt and sleepingdifficulties. Regarding comorbidities, SG presented worse results as the overallresult in CBCL. There was no significant correlation between the emotional andcognitive functions among children with ADHD in the general evaluation of theresults. The data suggest that children with ADHD had underperformed in visualattention, auditory memory, executive functions, worse self-esteem, feelings ofguilt, sleeping difficulties and more comorbidities, mainly related to Attentionand Social Problems.

Attention Deficit and Hyperactivity Disorder; attention; cognition; self-esteem; self-concept.