Discrimination of DSM-IV and latent class attention-deficit/hyperactivity disorder subtypes by educational and cognitive performance in a population-based sample of child and adolescent twins
Discrimination of DSM-IV and latent class attention-deficit/hyperactivity disorder subtypes by educational and cognitive performance in a population-based sample of child and adolescent twins
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DOI：
10.1097/00004583-200207000-00014
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发表时间：
2002-07-01
影响因子：
13.3
通讯作者：
Neuman, RJ
中科院分区：
文献类型：
--
作者：
Todd, RD;Sitdhiraksa, N;Neuman, RJ
目的：尽管DSM-IV注意力缺陷多动障碍（ADHD）亚型的普遍使用，但对于这种疾病的最佳表型策略存在争议。本报告对比了两种ADHD亚型的认知功能和教育成就的预测方法。方法：ADHD亚型的确定使用DSM-IV和潜在类的方法为1,154名儿童和青少年双胞胎的人口样本使用父母报告数据。双胞胎完成了认知和成绩测试，父母报告了学校成绩，特殊教育安置和在学校被扣留的历史。结果如下：DSM-IV主要是注意力不集中和合并亚型ADHD组在认知和成就测试中表现出显着的缺陷，与主要是多动/冲动亚型和非ADHD组相比，成绩更差，特殊教育资源的使用增加。临床相关和不太严重的潜伏类ADHD亚型也与认知和成绩测试，成绩和特殊教育使用的缺陷。结论：DSM-IV主要是注意力不集中和ADHD的组合亚型在一般人群中具有相似的认知和学业功能障碍的显著模式。潜在类别定义的ADHD亚型也有严重的认知和成就缺陷的模式。
Objective: Despite the general use of DSM-IV attention-deficit/hyperactivity disorder (ADHD) subtypes, there is controversy over the optimal phenotyping strategy for this disorder. This report contrasts two ADHD subtyping approaches on the prediction of cognitive function and educational achievement. Method: ADHD subtypes were determined using DSM-IV and latent class approaches for a population sample of 1,154 child and adolescent twins using parent report data. Twins completed cognitive and achievement testing and parents reported on school grades, special education placement, and history of being held back in school. Results: The DSM-IV primarily inattentive and combined subtype ADHD groups showed significant deficits in cognitive and achievement testing, worse grades, and increased use of special education resources compared with the primarily hyperactive/impulsive subtype and no-ADHD groups. Clinically relevant and less severe latent class ADHD subtypes were also associated with deficits in cognitive and achievement testing, grades, and special education use. Conclusions: DSM-IV primarily inattentive and combined subtypes of ADHD have similar significant patterns of cognitive and academic dysfunction in the general population. Latent class-defined ADHD subtypes also have patterns of serious cognitive and achievement deficits.