Cognitive Profiles are Better Predictors of Literacy Attainment Than Diagnostic Outcomes in Children with High ADHD Symptoms / Sinéad M. RHODES in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3257-3273 Titre : Cognitive Profiles are Better Predictors of Literacy Attainment Than Diagnostic Outcomes in Children with High ADHD Symptoms Type de document : texte imprimé Auteurs : Sinéad M. RHODES, Auteur ; Josephine N. BOOTH, Auteur ; Emily MCDOUGAL, Auteur ; Jessica OLDRIDGE, Auteur ; Karim RIVERA-LARES, Auteur ; Alexia REVUELTAS ROUX, Auteur ; Tracy M. STEWART, Auteur Article en page(s) : p.3257-3273 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1007/s10803-024-06392-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Cognitive Profiles are Better Predictors of Literacy Attainment Than Diagnostic Outcomes in Children with High ADHD Symptoms [texte imprimé] / Sinéad M. RHODES, Auteur ; Josephine N. BOOTH, Auteur ; Emily MCDOUGAL, Auteur ; Jessica OLDRIDGE, Auteur ; Karim RIVERA-LARES, Auteur ; Alexia REVUELTAS ROUX, Auteur ; Tracy M. STEWART, Auteur . - p.3257-3273. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3257-3273 Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1007/s10803-024-06392-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

The development of emotional symptoms in attention-deficit/hyperactivity disorder: A longitudinal analysis from middle childhood to early adolescence / Shipei WANG in Development and Psychopathology, 38-1 (February 2026)  

Public ISBD [article]  inDevelopment and Psychopathology > 38-1 (February 2026) . - p.512-525 Titre : The development of emotional symptoms in attention-deficit/hyperactivity disorder: A longitudinal analysis from middle childhood to early adolescence Type de document : texte imprimé Auteurs : Shipei WANG, Auteur ; Tracy M. STEWART, Auteur ; Aja L. MURRAY, Auteur ; Sinéad M. RHODES, Auteur Article en page(s) : p.512-525 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder emotional symptoms longitudinal trajectories sex differences transition period Index. décimale : PER Périodiques Résumé : Emotional symptoms are common in children with attention-deficit/hyperactivity disorder (ADHD) and are often associated with long-term adverse outcomes. However, little is known about how emotional symptoms develop from middle childhood to early adolescence in individuals with ADHD, including how they differ between boys and girls. This study investigated the trajectories of emotional symptoms in children with ADHD during this transition period and compared to neurotypical peers, using longitudinal data from the UK Millennium Cohort Study, while also examining potential sex differences. Latent growth curve modeling was employed to model emotional symptoms at ages 7, 11, and 14. Children with ADHD had significantly higher levels of emotional symptoms than neurotypical peers across all three waves, with levels remaining stable over time. Boys and girls with ADHD did not differ in their emotional symptoms levels at any wave. Girls with ADHD however did show a significant increase in emotional symptoms over time, whilst boys’ levels remained relatively stable over the same period. These findings highlight the importance of early screening for emotional symptoms in children with early-diagnosed ADHD, with particular attention to the increasing levels of emotional symptoms in girls as they transition into adolescence. En ligne : https://dx.doi.org/10.1017/S0954579425100461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] The development of emotional symptoms in attention-deficit/hyperactivity disorder: A longitudinal analysis from middle childhood to early adolescence [texte imprimé] / Shipei WANG, Auteur ; Tracy M. STEWART, Auteur ; Aja L. MURRAY, Auteur ; Sinéad M. RHODES, Auteur . - p.512-525. Langues : Anglais (eng) in Development and Psychopathology > 38-1 (February 2026) . - p.512-525 Mots-clés : Attention-deficit/hyperactivity disorder emotional symptoms longitudinal trajectories sex differences transition period Index. décimale : PER Périodiques Résumé : Emotional symptoms are common in children with attention-deficit/hyperactivity disorder (ADHD) and are often associated with long-term adverse outcomes. However, little is known about how emotional symptoms develop from middle childhood to early adolescence in individuals with ADHD, including how they differ between boys and girls. This study investigated the trajectories of emotional symptoms in children with ADHD during this transition period and compared to neurotypical peers, using longitudinal data from the UK Millennium Cohort Study, while also examining potential sex differences. Latent growth curve modeling was employed to model emotional symptoms at ages 7, 11, and 14. Children with ADHD had significantly higher levels of emotional symptoms than neurotypical peers across all three waves, with levels remaining stable over time. Boys and girls with ADHD did not differ in their emotional symptoms levels at any wave. Girls with ADHD however did show a significant increase in emotional symptoms over time, whilst boys’ levels remained relatively stable over the same period. These findings highlight the importance of early screening for emotional symptoms in children with early-diagnosed ADHD, with particular attention to the increasing levels of emotional symptoms in girls as they transition into adolescence. En ligne : https://dx.doi.org/10.1017/S0954579425100461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers / Emily MCDOUGAL in Journal of Autism and Developmental Disorders, 53-9 (September 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3406-3421 Titre : Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers Type de document : texte imprimé Auteurs : Emily MCDOUGAL, Auteur ; Claire TAI, Auteur ; Tracy M. STEWART, Auteur ; Josephine N. BOOTH, Auteur ; Sinéad M. RHODES, Auteur Article en page(s) : p.3406-3421 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child?s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. En ligne : https://doi.org/10.1007/s10803-022-05639-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers [texte imprimé] / Emily MCDOUGAL, Auteur ; Claire TAI, Auteur ; Tracy M. STEWART, Auteur ; Josephine N. BOOTH, Auteur ; Sinéad M. RHODES, Auteur . - p.3406-3421. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3406-3421 Index. décimale : PER Périodiques Résumé : Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child?s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. En ligne : https://doi.org/10.1007/s10803-022-05639-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

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