The Predictive Power of Combined Neuropsychological Measures for Attention-Deficit/Hyperactivity Disorder

The present study explores the predictive power of seven neuropsychological assessment tools used in combination in classifying children with attention-deficit/hyperactivity disorder (ADHD). Twenty-one ADHD boys and 22 community control children participated. Group differences were significant on the continuous performance test only; however, battery analysis did increase overall predictive power, which was moderate. This study highlights the difficulty in identifying consistent mean differences on tests of frontal/executive functioning across studies, as well as the need to assess the predictive validity of these tests in classifying children with ADHD. The study suggests that these tests may provide greater predictive validity when used in combination. Inconsistencies in the literature are discussed, with consideration of research methodology, the heterogeneity of the ADHD population, and comorbid diagnoses. Attention-deficit/hyperactivitydisorder (ADHD) is a developmental disorder which is character-ized by inattention, hyperactivity, and impulsivi-ty. ADHD occurs in approximately five percent of the childhood population, with a higher inci-dence in boys than girls by a ratio of approxi-mately three to one (Barkley, 1998). The current method of diagnosis involves extensive parent interview and parent- and teacher-completed behavior rating scales. Researchers have long sought more objective measures that might be individually administered to determine the pres-ence of ADHD, with limited success. The Na-tional Institutes of Health (NIH) recently con-vened a consensus panel on the diagnosis and treatment of ADHD which highlighted inconsis-tency in ADHD diagnosis and the need for fur