Lab research activities
The ADHD/LD Cognition Lab uses a multi-method approach to investigate cognitive dysfunction and approaches for its effective treatment in youngsters with ADHD.
- TeachADHD Project. The mission of TeachADHD is to provide teachers and other education professionals with resources and materials that have been developed specifically to bridge the substantial gap between current neuroscientific understanding of ADHD and classroom practice. These resources and materials are relevant for teaching and supporting students who are inattentive, off-task, fidgety, restless, disorganized, and have problems remembering and following instructions regardless of whether they have received a diagnosis of 'ADHD'. More information about this project can be accessed on the Teach ADHD website www.aboutkidshealth.ca/teachadhd/.
- Cognitive function. We develop innovative methods as well as apply established methods to investigate inhibitory control, working memory, and time perception, which are thought to be inter-related and impaired in ADHD as well as in Learning Disorders. Tasks that we have developed are available in our Cognitive Task Battery section.
- Academic function. To understand the functional significance of cognitive impairments, we study three areas of academic functioning (language, reading, and mathematics) in children and adolescents with ADHD and Learning Disorders and examine the relationship between their cognitive and academic functioning.
- Pharmacological intervention. Most of our intervention research investigates the acute effects of stimulant medication (methylphenidate) on various aspects of cognitive and academic function in children and adolescents with ADHD. We also participate in industry-sponsored clinical trials to study the safety and efficacy of a new medication for ADHD (Atomoxetine).
- Multi-modal treatment for ADHD with comorbid reading disorder (dyslexia). To determine an effective treatment approach for these children, we recently conducted a randomized controlled clinical trial to study the relative effectiveness of two different approaches to reading intervention with and without adjuvant stimulant medication (results pending).
- Teacher Telephone Interviews (TTI). To provide an efficient and systematic method for obtaining clinically-useful information about children’s functioning at school, we developed a brief (30 minute) semi-structured telephone interview for teachers. The interview elicits descriptions of behavior, social interaction, and academic functioning, to ascertain presence/absence of DSM-IV diagnostic criteria. One version focuses on ADHD and externalizing problems; another focuses on anxiety and selective mutism.
Download the Basic Training Manual - DSM-IV version (TTI-IV)
MS Word format [ 311 KB ]
Adobe Acrobat format [ 799 KB ]
- Neuroimaging. We have just started to use neuroimaging techniques to investigate spatiotemporal patterns of brain activation during time perception and working memory. We use MEG (magnetoencephalography, a noninvasive method of functional brain imaging) with anatomical MRI (magnetic resonance imaging).
- Collaborative Research. Our Lab collaborates with numerous other internationally-recognized groups who are investigating: other aspects of ADHD (genetics, frontal-striatal-cerebellar pathways; neuroimaging, self-esteem, vision, videogames); selective mutism; reading and Reading Disorder.
- Speed of Sight is a project of The Hospital for Sick Children, the Canadian Language and Literacy Network, and the Ontario Science Centre. It explores genetic contributions to reading ability and rapid naming. learn more