Shannon Denny, Annie Garner, MA, Crystal Franklin, MPH, Phillip Fine, MSPH, PhD, Despina Stavrinos, PhD UAB Translational Research for Injury Prevention Laboratory, UAB University Transportation Center Introduction Exploring Differences in Cognitive Abilities in Adolescents with and without Attention Deficit Hyperactivity Disorder Method Discussion Results References Individuals with ADHD have deficits in executive and cognitive functioning, and in intelligence. Specifically, functions such as response inhibition, planning, working memory and attention have been implicated as compromised domains of executive functioning. 1 These deficits may also impact driving behavior. 2 The purpose of this study was:  (1) to examine differences in cognitive abilities and executive functioning between adolescents with and without Attention-Deficit/Hyperactivity Disorder (ADHD); and  (2) to explore whether cognitive abilities and executive functioning relate to distracted driving performance in a simulator.  Participants:  43 adolescents (n ADHD = 21, n control = 22; M age =17)  72% Male, 86% Caucasian  Measures:  Wechsler Abbreviated Scale of Intelligence (WASI) Measured IQ and cognitive ability  Digit Span and Trail Making Measured executive functioning  Driving Simulator Assessed driving behavior during three conditions: (1) cell phone conversation, (2) text messaging, and (3) no distraction Driving variables: (1) driving speed, (2) collisions, (3) violations (stop sign tickets, red light tickets, speeding tickets)  Data Analysis:  A one-way ANOVA was used to evaluate differences between groups Adolescents with ADHD Adolescents without ADHD (controls) Figure 1: Cognitive and Executive Functioning Scores This work was supported through a grant from the University of Alabama at Birmingham University Transportation Center - US Department of Transportation, Research and Innovative Technology Administration Award Number DTR06G0048. Correspondence should be directed to the first author or Dr. Stavrinos at the UAB University Transportation Center, rd Avenue South, CH-19, Suite 401, Birmingham, AL USA, or by at or You may also visit for additional information on research we are currently conducting.  Provisional findings suggest that deficits in executive functioning may not contribute to driving performance impairments in individuals with ADHD.  Cognitive functioning (i.e., intelligence) does seem to be related to driving performance, particularly when texting.  Although texting while driving negatively impacted everyone, these findings suggest that individuals with cognitive deficits are impacted more so.  Distracted driving prevention programs should target those with deficits in cognitive abilities. 1)Willcutt EG, Doyle AE, Nigg JT, Faraone SV, Pennington BF. Validity of the executive function theory of attention-deficit/hyperactivity disorder: a meta-analytic review. Biol Psychiatry.2005;57(11):1336–1346 2)Barkley RA, Murphy KR, Dupaul GI, Bush T (2002) Driving in young adults with attention deficit hyperactivity disorder: knowledge, performance, adverse outcomes, and the role of executive functioning. J Int Neuropsychol Soc 8: 655–672 Score Note. *p<.05  Summary of Findings:  Individuals with ADHD scored significantly lower on cognitive ability tasks, but not on executive functioning tasks. * * Cognitive ability Executive functioning * Since groups only differed on cognitive ability, the entire sample was split into two groups based on WASI Full Scale IQ score (above and below 100) to examine driving performance differences.  Figure 2: Effect of Intelligence on Driving Speed Figure 3: Effect of Intelligence on Collisions Participants with lower IQ scores had significantly faster average driving speeds when they were not distracted (Figure 2). * Participants with lower IQ scores had significantly more vehicle collisions when distracted by a text messaging conversation (Figure 3). Figure 4: Effect of Intelligence on Violations No significant differences emerged between groups on driving violations. Note. *p<.05