Latent profile analysis of neuropsychological measures to determine preschoolers' risk for ADHD.
Latent profile analysis of neuropsychological measures to determine preschoolers' risk for ADHD.
复制标题
神经心理学测量的潜在特征分析，以确定学龄前儿童患 ADHD 的风险。
DOI：
10.1111/jcpp.12434
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Halperin,JeffreyM
中科院分区：
文献类型：
--
作者：
Rajendran,Khushmand;O'Neill,Sarah;Marks,DavidJ;Halperin,JeffreyM
多动/注意力不集中的学龄前儿童存在明显的神经心理功能障碍。我们研究了测试分数的模式和严重程度是否可以可靠地识别亚组的学龄前儿童与不同的风险为ADHD在学龄。MethodTypically发展（TD：n= 76）和多动/注意力不集中（HI：n= 138）3-4奥尔兹每年进行评估6年（T1-T6）。根据客观/神经心理学指标（NEPSY、活动记录仪和连续性能测试），使用潜在特征分析（LPA）在HI组中形成亚组。Logistic回归分析评估经验形成的亚组相对于TD组和彼此之间的ADHD诊断的预测有效性。结果潜在的轮廓分析产生了两个亚组的HI学龄前儿童：（a）选择性弱注意/执行功能，（B）在所有措施的普遍神经心理功能障碍。这两个亚组更有可能有ADHD在所有后续的时间点相对于TD组（OR范围：11.29-86.32），但有没有显着差异的LPA形成的亚组HI儿童在任何时间point.ConclusionsObjective/神经心理学措施区分HI学龄前儿童从他们的TD同龄人，但模式和严重程度的神经心理功能障碍不预测在学龄期ADHD的风险。我们假设，高危儿童的轨迹受到随后的环境和神经发育因素的影响，提高了他们接受早期干预的可能性。
BackgroundHyperactive/Inattentive preschool children show clear evidence of neuropsychological dysfunction. We examined whether patterns and severity of test scores could reliably identify subgroups of preschoolers with differential risk for ADHD during school‐age.MethodTypically developing (TD:n= 76) and Hyperactive/Inattentive (HI:n= 138) 3–4 year olds were assessed annually for 6 years (T1–T6). Latent profile analysis (LPA) was used to form subgroups among the HI group based on objective/neuropsychological measures (NEPSY, Actigraph and Continuous Performance Test). Logistic regression assessed the predictive validity of empirically formed subgroups at risk for ADHD diagnosis relative to the TD group and to each other from T2 to T6.ResultsLatent profile analysis yielded two subgroups of HI preschoolers: (a) selectively weak Attention/Executive functions, and (b) pervasive neuropsychological dysfunction across all measures. Both subgroups were more likely to have ADHD at all follow‐up time‐points relative to the TD group (OR range: 11.29–86.32), but there were no significant differences between the LPA‐formed subgroups of HI children at any time‐point.ConclusionsObjective/neuropsychological measures distinguish HI preschoolers from their TD peers, but patterns and severity of neuropsychological dysfunction do not predict risk for ADHD during school‐age. We hypothesize that trajectories in at‐risk children are influenced by subsequent environmental and neurodevelopmental factors, raising the possibility that they are amenable to early intervention.