An integrative theory of attention-deficit/ hyperactivity disorder based on the cognitive and affective neurosciences

By Joel T. Nigg, B. Casey. Development and Psychopathology, 2005

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Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. (2008, unknown): “Because executive control processes appear to be central in the etiology of externalizing behavior disorders (Nigg & Casey, 2005), the current findings have substantive clinical implications.”
Etiologic Subtypes of Attention-Deficit/Hyperactivity Disorder: Brain Imaging, Molecular Genetic and Environmental Factors and the Dopamine Hypothesis (2007, background): “…when, what, or in which contexts to expect an event is critical for adjusting behavior appropriately in different contexts (Casey & Durston, 2006; Nigg & Casey, 2005) and for signaling top-down cognitive control systems to adjust behavior when predicted outcomes are violated (Casey et al., 2006).”
“Ain't Misbehavin”: Towards a Developmentally-Specified Nosology for Preschool Disruptive Behavior (2009, unknown): “…processes and related behavioral patterns (NIMH National Advisory Mental Health Research Council Workgroup, 2008; Nelson et al., 2002; Nigg & Casey, 2005); (b) the extent to which developmental course is influenced by context (Rutter, 1997; Sameroff, 2000; Tolan, 2001); and (c)…”
Emotion Dysregulation in Attention Deficit Hyperactivity Disorder. (2016, background): “in common with the concept of multiple but overlapping pathways to ADHD (103, 110).”