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Heterogeneity in ADHD

Title: Heterogeneity in ADHD: Neurocognitive predictors of peer, family, and academic functioning.
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Name(s): Kofler, Michael J, author
Sarver, Dustin E, author
Spiegel, Jamie A, author
Day, Taylor N, author
Harmon, Sherelle L, author
Wells, Erica L, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2017-08-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Childhood attention-deficit/hyperactivity disorder (ADHD) is associated with impairments in peer, family, and academic functioning. Although impairment is required for diagnosis, children with ADHD vary significantly in the areas in which they demonstrate clinically significant impairment. However, relatively little is known about the mechanisms and processes underlying these individual differences. The current study examined neurocognitive predictors of heterogeneity in peer, family, and academic functioning in a well-defined sample of 44 children with ADHD aged 8-13 years (M = 10.31, SD = 1.42; 31 boys, 13 girls; 81% Caucasian). Reliable change analysis indicated that 98% of the sample demonstrated objectively-defined impairment on at least one assessed outcome measure; 65% were impaired in two or all three areas of functioning. ADHD children with quantifiable deficits in academic success and family functioning performed worse on tests of working memory (d = 0.68 to 1.09), whereas children with impaired parent-reported social functioning demonstrated slower processing speed (d = 0.53). Dimensional analyses identified additional predictors of peer, family, and academic functioning. Working memory abilities were associated with individual differences in all three functional domains, processing speed predicted social functioning, and inhibitory control predicted family functioning. These results add to a growing literature implicating neurocognitive abilities not only in explaining behavioral differences between ADHD and non-ADHD groups, but also in the substantial heterogeneity in ecologically-valid functional outcomes associated with the disorder.
Identifier: FSU_pmch_27472007 (IID), 10.1080/09297049.2016.1205010 (DOI), PMC6083022 (PMCID), 27472007 (RID), 27472007 (EID)
Keywords: ADHD, Academic, Family, Functioning, Heterogeneity, Social
Grant Number: R34 MH102499
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6083022.
Subject(s): Academic Performance
Adolescent
Attention Deficit Disorder with Hyperactivity/psychology
Child
Family/psychology
Female
Genetic Heterogeneity
Humans
Male
Peer Group
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_27472007
Host Institution: FSU
Is Part Of: Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence.
1744-4136
Issue: iss. 6, vol. 23

Choose the citation style.
Kofler, M. J., Sarver, D. E., Spiegel, J. A., Day, T. N., Harmon, S. L., & Wells, E. L. (2017). Heterogeneity in ADHD: Neurocognitive predictors of peer, family, and academic functioning. Child Neuropsychology : A Journal On Normal And Abnormal Development In Childhood And Adolescence. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_27472007