Understanding Children with Attention Deficit Hyperactivity Disorder: A Neurocognitive Perspective

Abstract

Attention is the process of receiving and responding to specific information. Various brain regions are involved in the development of attentional networks. Posner’s model of attentional networks explains that attention involves different mechanisms sub-served by separate brain networks (Posner & Petersen, 1990). In this model, attention contains three subsystems: alerting, orienting, and executive control. Some children have hyperactivity or inattention and a combination of hyperactive-impulsive and inattentive activities and behaviours; such children are considered to have attention-deficit hyperactivity disorder (ADHD). ADHD symptoms involve dysfunction of the prefrontal cortex (PFC) and its cortical and subcortical connections. Identifying this disorder in early childhood helps parents, family members, teachers, and peers to monitor, adjust, and handle these children with appropriate care. Knowledge of the neurocognitive process of attention formation and its functions helps us understand the attention process in the brain. The attention process is understood through various neuroimaging techniques, such as functional magnetic resonance imaging (fMRI), positron emission tomography (PET), and electroencephalography (EEG). These techniques delineate attention networks and detect attention-related dysfunctions in the brain, offering insights into attentional mechanisms. Any dysfunction that occurs during the process of attention creates attention-deficit hyperactivity disorder (ADHD). Understanding ADHD from a neurocognitive perspective can be beneficial because it provides a detailed explanation of the neural processes involved in attention formation and function. Children with ADHD face problems due to dysfunction in specific brain regions involved in attention formation or hyperactive functions. Because of this dysfunction, they face problems in emotional, social, and academic well-being. Understanding children with ADHD from a neurocognitive perspective enables parents, teachers, peers, and educational administrators to support children with ADHD, empowering them to attain academic success and participate effectively in social lives.