Inattentive add
Pro Research Analysisby 
Searched over 200M research papers for "inattentive add"
Understanding Inattentive ADHD (ADD): Key Insights from Recent Research
Inattentive ADHD (ADD) Characteristics and Cognitive Deficits
Inattentive ADHD, often referred to as ADD, is characterized by significant attention deficits without the hyperactivity or impulsivity seen in other ADHD subtypes. Research indicates that children and adolescents with ADD exhibit slower processing and output speeds compared to those with combined-type ADHD (ADHD-C) and non-ADHD controls. This is evident in tasks such as the Trailmaking and Stroop Naming Tests, where individuals with ADD show notably slower performance, particularly in cognitive interference control and set-shifting speed.
Neurobiological and Behavioral Distinctions
ADD is proposed to be a neurobiologically and behaviorally distinct disorder from ADHD with hyperactivity. The core issue in ADD appears to be working memory deficits rather than response inhibition, which is more typical in ADHD-C. Laboratory measures like complex-span and dual-task dichotic listening tasks can detect these working memory issues. Additionally, ADD is associated with underarousal and motivational problems rather than distractibility, suggesting a primary disturbance in the frontal-parietal loop of the cortex, as opposed to the frontal-striatal loop implicated in ADHD-C.
Clinical Variants and Comorbidities
Clinical studies have identified distinct subgroups within ADD, such as those who are purely inattentive, those who are inattentive and impulsive, and those who are hyperactive and impulsive. These subgroups share similar demographic characteristics and patterns of associated learning disabilities, but differ in the frequency of externalizing versus internalizing comorbid psychopathologies. For instance, purely inattentive children (Group I) show fewer externalizing behaviors compared to those who are both inattentive and impulsive (Group II) or hyperactive and impulsive (Group HII).
Behavioral and Academic Outcomes
Children with ADD often face significant challenges in school performance and adaptive functioning. They tend to score higher on inattentive behavior scales and exhibit more errors in tasks requiring sustained attention, such as letter cancellation tasks. These deficits are similar to those seen in adults with right hemisphere dysfunction, suggesting a possible neuroanatomical basis for the attention problems in ADD. Furthermore, adolescents with high levels of ADD symptoms report more adverse educational and social outcomes, highlighting the long-term impact of the disorder.
Diagnostic Criteria and Subtype Differences
The evolution of diagnostic criteria for ADHD has led to varying definitions and subtypes. The DSM-IV criteria for predominantly inattentive ADHD closely correspond to the DSM-III ADD without hyperactivity (ADD/WO) type, while the combined type aligns with the DSM-III ADD with hyperactivity (ADD/H) type. This multidimensional approach helps in better understanding the distinct cognitive and behavioral profiles of each subtype, as well as their different comorbidities and responses to treatment.
Conclusion
Inattentive ADHD (ADD) is a distinct subtype of ADHD with unique cognitive, behavioral, and neurobiological characteristics. It is marked by significant deficits in processing speed, working memory, and cognitive interference control. Understanding these distinctions is crucial for accurate diagnosis and effective intervention, ensuring that individuals with ADD receive the appropriate support and resources to manage their symptoms and improve their quality of life.
Sources and full results
Most relevant research papers on this topic