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Childhood Executive Function Continues to Predict Outcomes in Young Adult Females with and Without Childhood-Diagnosed ADHD
Open accessAbstract
We prospectively followed an ethnically and socioeconomically diverse sample of preadolescent girls with ADHD (n = 140) and matched comparison girls (n = 88) over a period of 10 years, from middle childhood through late adolescence/young adulthood. Our aim was to examine the ability of childhood measures of executive function (EF) to predict functional outcomes at follow-up. Measures of EF comprised the childhood predictors, with academic, socioemotional, occupational, and global functioning serving as young adult criterion measures. Results indicated that childhood EF - particularly measures of global EF and working memory - predicted academic and occupational functioning across our entire sample (independent of diagnostic group status), but diagnostic status (ADHD versus comparison) moderated the association between (a) working memory and reading achievement and (b) a global EF measure and suspensions/expulsions. That is, in the ADHD group, low working memory predicted poor reading scores and impaired global EF predicted higher suspensions/expulsions, but this was not the case in the comparison group. Overall, these results extend previous findings of associations between EF and adolescent outcomes in girls with and without ADHD into young adulthood. Findings continue to suggest the importance of assessing and developing interventions that target EF impairments early in life in order to prevent long-term difficulties across a range of important functional domains.
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“and longitudinally predicts reduced reading skills into young adulthood (Miller et al., 2012).”
From Do Working Memory Deficits Underlie Reading Problems in Attention-Deficit/Hyperactivity Disorder (ADHD)? (2019) · cites this paper as Miller et al., 2012
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Metadata
- Authors
- Miller, M., Nevado-Montenegro, A. J., & Hinshaw, S. P.
- Affiliations
- University of California System (US)
- Corresponding author
- Miller, Meghan
- Venue
- Journal of Abnormal Child Psychology
- Published
- 2011-11-29
- Volume
- 40
- Issue
- 5
- Pages
- 657-668
- ISSN
- 0091-0627 (ISSN-L)
- 1573-2835
- PMC
- PMC3974898
- OpenAlex
- W1987589116
- Cited by
- 147
- References
- 81
- Citations by year
- 2026: 4 · 2025: 11 · 2024: 11 · 2023: 17 · 2022: 7 · 2021: 9 · 2020: 11 · 2019: 8 · 2018: 9 · 2017: 10 · 2016: 10 · 2015: 14 · 2014: 10 · 2013: 10 · 2012: 5
- FWCI
- 5.50
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Research on Child and Adolescent Psychopathology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- U.S. Public Health Service (R01 45064)
- National Institute of Mental Health (R01MH121416, R01MH045064)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- executive function, attention deficit hyperactivity disorder, young adult women, working memory, academic functioning, reading achievement, occupational functioning, social-emotional functioning, long-term outcomes, preadolescent girls, early intervention
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Female, Humans, Intelligence, Interpersonal Relations, Memory, Prospective Studies, Punishment, Reading, Suicide, Attempted, Case-Control Studies, Young Adult, Executive Function
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