Differences in Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder (ADHD).

However, only a trend toward significance was observed in relation to the interaction of the variables ( p = 0.08).

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Moreover, in the case of participants with ADHD, even though it did not reach statistical significance, there was a slight improvement in their performance when they-performed the task together with the box-crossing task (while performance was maintained for the latter).

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We observed that the increment of the cognitive load within the different conditions of the task worsened the performance of both groups, without a significantly greater number of errors being made by ADHD participants when the difficulty of the task increased, although there was a significant trend.

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