TY - JOUR
T1 - Cognitive profiles are better predictors of literacy attainment than diagnostic outcomes in children with high ADHD symptoms
AU - Rhodes, Sinead
AU - Booth, Josephine N.
AU - McDougal, Emily
AU - Oldridge, Jessica
AU - Rivera-Lares, Karim
AU - Revueltas Roux, Alexia
AU - Stewart, Tracy M.
PY - 2024/6/16
Y1 - 2024/6/16
N2 - We examined whether cognitive profiles or diagnostic outcomes are better predictors of literacy performance for children being considered for an ADHD diagnosis. Fifty-five drug naïve children (Mage = 103.13 months, SD = 18.65; 29.09% girls) were recruited from an ADHD clinical referral waiting list. Children underwent assessment of IQ, Executive Functions (EF) and literacy attainment. Hierarchical cluster analysis was used to generate subgroups of children using EF scores. Data were then grouped based on presence of a clinical ADHD diagnosis and the results compared. Grouping participants by profiles of cognitive test scores led to groups which also differed on literacy scores. However, categorising by whether children had received an ADHD diagnosis or not did not differentiate either cognitive tests scores or literacy scores. Cognitive performance, rather than children’s diagnostic outcomes, is more informative for identifying groups who differ in their literacy attainment which has important implications for remedial support.
AB - We examined whether cognitive profiles or diagnostic outcomes are better predictors of literacy performance for children being considered for an ADHD diagnosis. Fifty-five drug naïve children (Mage = 103.13 months, SD = 18.65; 29.09% girls) were recruited from an ADHD clinical referral waiting list. Children underwent assessment of IQ, Executive Functions (EF) and literacy attainment. Hierarchical cluster analysis was used to generate subgroups of children using EF scores. Data were then grouped based on presence of a clinical ADHD diagnosis and the results compared. Grouping participants by profiles of cognitive test scores led to groups which also differed on literacy scores. However, categorising by whether children had received an ADHD diagnosis or not did not differentiate either cognitive tests scores or literacy scores. Cognitive performance, rather than children’s diagnostic outcomes, is more informative for identifying groups who differ in their literacy attainment which has important implications for remedial support.
KW - ADHD
KW - cognition
KW - diagnostic threshold
KW - heterogeneity
KW - literacy
UR - http://www.scopus.com/inward/record.url?scp=85196006625&partnerID=8YFLogxK
U2 - 10.1007/s10803-024-06392-5
DO - 10.1007/s10803-024-06392-5
M3 - Article
AN - SCOPUS:85196006625
SN - 0162-3257
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
ER -