Attention Deficit Hyperactivity Disorder, Neurodevelopmental Disorders
Conditions
Keywords
Intelligence, Anxiety, Attention, Conduct behavior, Follow-up, Children
Brief summary
The aim of the study is to examine the prospective validity of neurocognitive functions and emotional factors in schoolchildren with ADHD and a control group of typically developing schoolchildren at baseline and after three years.
Detailed description
In spite of extensive research on children with ADHD, there is still insufficient understanding of the discriminative validity of neurocognitive tests and how test results of neurocognitive functions and ratings of emotional factors and ADHD symptoms change over time and interacts during development. The project is studying the validity of clinical assessment methods within the Swedish child and adolescent psychiatry service (CAP) related to the identification of ADHD, additional impairments, and comorbidity. The prospective validity of neurocognitive functions and emotional factors in schoolchildren with ADHD and a control group of typically developing schoolchildren at baseline and after three years will be investigated. Specific aims: Aim I: Study how attentiveness and impulsivity in ADHD change over three years by comparing the results of psychological tests and rating scales at baseline and after three years Aim II: Study intellectual development in ADHD by comparing the results of intelligence tests at baseline and after three years- Aim III: Study how emotional factors change over three years by comparing the results of rating scales at baseline and after three years
Interventions
None listed
Sponsors
Lund University
Region Skane
Study design
Observational model
CASE_CONTROL
Time perspective
PROSPECTIVE
Eligibility
Sex/Gender
ALL
Age
7 Years to 18 Years
Healthy volunteers
Yes
Inclusion criteria
The ADHD-group: • The individuals were assessed and diagnosed with ADHD at the Neuropsychiatric Unit of the CAP Clinic in Lund in 2011-2012 Non-clinical group: * School children from Lund.
Exclusion criteria
* If the individual had a diagnosed intellectual disability * If the individual required an interpreter to participate in the study
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Emotional status assessed with the Beck Youth Inventory. | 2011-2012 and 2014-2015 | The children were assessed with the Beck youth scales at two timepoints with a time interval of 3 years. Beck Youth Inventory consist of 5 subscales, Depression, Anxiety, Anger, Disruptive behaviour, Self-concept. It is standardized into percentiles and higher scores mean worse behaviour, except for Self-concept. In Self-concept higher scores mean better behaviour. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Neuropsychological status assesses with the Conners' Continuous Performance Test (CPT) II | 2011-2012 and 2014-2015 | The children were assessed with the Conners'CPT II at two timepoints with a time interval of 3 years. Conners' CPT II is a performance based test measuring reaction time, reaction time variability, omissions and comissions. Conners' CPT II is standardised into T scores; mean=50, SD=10. Higher scores mean worse results. |
Other
| Measure | Time frame | Description |
|---|---|---|
| Cognitive status assesses with the Weschsler Intelligence Scales for Children-Fourth Edition (WISC-IV) | 2011-2012 and 2014-2015 | The children were assessed with the WISC-IV at two timepoints with a time interval of 3 years. The WISC-IV is a performance based test, measuring cognitive functioning. The WISC-IV consists of 10 core subtests, that form four composites (Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed) and Full Scale IQ. The WISC-IV is standardised into the IQ scale, mean=100, SD=15. Higher scores mean better results. |
Countries
Sweden
Outcome results
None listed