People with Attention-Deficit/Hyperactivity Disorder (ADHD) often struggle with tasks requiring sustained mental effort. This difficulty is so significant that it’s included as a diagnostic criterion for ADHD.
Individuals with ADHD may find it challenging to initiate, persist with, or complete tasks that demand prolonged concentration or cognitive exertion.
This struggle could stem from differences in brain function, particularly in areas responsible for motivation, attention regulation, andexecutive functioning.
The experience of effort for those with ADHD may be more intense or aversive, leading to avoidance behaviors.
Understanding this aspect of ADHD is crucial for developingeffective interventions and support strategies.
Key Points
Rationale
The study aims to comprehensively review the literature on the experience of effort in Attention-Deficit/Hyperactivity Disorder (ADHD).
The next step in advancing this field is to systematically review and synthesize the existing literature to identify patterns, gaps, and directions for future research.
Method
This study employed asystematic scoping review methodology, adhering to the Joanna Briggs Institute Methodology for Scoping Reviews and the PRISMA-ScR guidelines.
The review aimed to identify, appraise, synthesize, and identify gaps in the literature on the experience of effort in individuals with ADHD across the lifespan.
Search strategy and terms: Databases searched: PsycINFO (OVID), PsycINFO (ProQuest), and PubMed Search terms: (“ADHD” or “Attention-Deficit/Hyperactivity Disorder”) AND (“effort” or “mental effort” or “cognitive effort” or “physical effort” or “mental load” or “cognitive load” or “workload” or “cognitive workload” or “task load” or “mental work” or “work”) Date range: No restrictions; final search conducted on February 14, 2023
Inclusion and exclusion criteria
Inclusion:
Exclusion:
Statistical measures
The review did not employ quantitative statistical analyses. Instead, it used a qualitative approach to synthesize and analyze the included studies, identifying patterns, gaps, and inconsistencies in the literature.
Results
Insight
This scoping review reveals several key insights into the current state of research on the experience of effort in ADHD:
They highlight the need for more consistent and comprehensive approaches to studying this phenomenon.
Future research should focus on:
Strengths
The study had several methodological strengths:
Limitations
The study also had several methodological limitations, including:
These limitations restrict the generalizability of the findings and highlight the need for more extensive and diverse research in this area.
Implications
The results of this scoping review have several significant implications:
References
Primary reference
Wagner, D., Mason, S. G., & Eastwood, J. D. (2024). The experience of effort in ADHD: a scoping review.Frontiers in Psychology,15, 1349440.https://doi.org/10.3389/fpsyg.2024.1349440
Other references
American Psychiatric Association. (2022).Diagnostic and statistical manual of mental disorders(5th ed., text rev.).
Sergeant, J. (2000). The cognitive-energetic model: an empirical approach to attention-deficit hyperactivity disorder.Neuroscience & Biobehavioral Reviews,24(1), 7-12.https://doi.org/10.1016/S0149-7634(99)00060-3
Sergeant, J. A. (2005). Modeling attention-deficit/hyperactivity disorder: a critical appraisal of the cognitive-energetic model.Biological psychiatry,57(11), 1248-1255.https://doi.org/10.1016/j.biopsych.2004.09.010
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Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
