The Course of Neurocognitive Functioning and Prediction of Behavioral Outcome of ADHD Affected and Unaffected Siblings

M. van Lieshout*, M. Luman, L. J.S. Schweren, J. W.R. Twisk, S. V. Faraone, D. J. Heslenfeld, C. A. Hartman, P. J. Hoekstra, B. Franke, J. K. Buitelaar, N. N.J. Rommelse, J. Oosterlaan

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Longitudinal studies on the course of neurocognitive functioning of children with ADHD and their unaffected siblings are scarce. Also, it is unclear to what extent that course is related to ADHD outcomes. A carefully phenotyped large sample of 838 Caucasian participants (ADHD-combined type: n = 339, unaffected siblings: n = 271, controls: n = 228; mean age at baseline = 11.4 years, mean age at follow-up = 17.3 years, SD = 3.2) was used to investigate differences in the course of neurocognitive functioning of ADHD affected and unaffected siblings versus controls, and to investigate the relationship between neurocognitive change and ADHD outcomes. At baseline, an aggregated measure of overall neurocognitive functioning and eight neurocognitive measures of working memory, timing (speed/variability), motor control, and intelligence were investigated. Outcomes at follow-up were dimensional measures of ADHD symptom severity and the Kiddie-Global Assessment Scale (K-GAS) for overall functioning. At follow up, affected and unaffected siblings trended to, or fully caught up with performance levels of controls on four (44.4%) and five (55.6%) of the nine dependent variables, respectively. In contrast, performance in remaining key neurocognitive measures (i.e. verbal working memory, variability in responding) remained impaired at follow-up. Change in neurocognitive functioning was not related to ADHD outcomes. Our results question the etiological link between neurocognitive deficits and ADHD outcomes in adolescents and young adults.

Original languageEnglish
Pages (from-to)405-419
Number of pages15
JournalJournal of Abnormal Child Psychology
Volume47
Issue number3
Early online date6 Aug 2018
DOIs
Publication statusPublished - 15 Mar 2019

Funding

Acknowledgements We thank all families and teachers that took part in this study and all students for their assistance in data collection. This work was supported by National Institute of Health (NIH) Grant R01MH62873, the Netherlands Organisation for Scientific Research (NWO) Large Investment Grant 1750102007010, ZonMW Grant 60-60600-97-193, and grants from Radboud university medical center, University Medical Center Groningen and Accare, and VU University Amsterdam. B. Franke is supported by a Vici grant (016.130.669) from NWO, she and J. Buitelaar receive funding from the European Commission Framework 7 Program under grant number 602450 (IMAGEMEND).

FundersFunder number
European Commission Framework 7 Program
National Institute of Health
National Institutes of Health
National Institute of Mental HealthR01MH062873
ZonMw60-60600-97-193
Vrije Universiteit Amsterdam016.130.669
Nederlandse Organisatie voor Wetenschappelijk Onderzoek1750102007010
Seventh Framework Programme602450
Radboud Universitair Medisch Centrum

    Keywords

    • ADHD
    • Course
    • Neurocognitive functioning
    • Overall functioning
    • Symptom severity

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