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Cited by 303Autism Spectrum Disorder ResearchAttention Deficit Hyperactivity DisorderDevelopmental and Educational Neuropsychology

Are Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder Different Manifestations of One Overarching Disorder? Cognitive and Symptom Evidence From a Clinical and Population-Based Sample

Open access
van der Meer, Jolanda M.J., Oerlemans, Anoek M., van Steijn, Daphne J., Lappenschaar, Martijn G.A., de Sonneville, Leo M.J., Buitelaar, Jan K., Rommelse, Nanda N.J.·2012·Journal of the American Academy of Child & Adolescent Psychiatry
DOI 10.1016/j.jaac.2012.08.024
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Abstract

Objective Autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD) frequently co-occur. Given the heterogeneity of both disorders, several more homogeneous ASD-ADHD comorbidity subgroups may exist. The current study examined whether such subgroups exist, and whether their overlap or distinctiveness in associated comorbid symptoms and cognitive profiles gives support for a gradient overarching disorder hypothesis or a separate disorders hypothesis.Method Latent class analysis was performed on Social Communication Questionnaire (SCQ) and Conners' Parent Rating Scale (CPRS-R:L) data for 644 children and adolescents (5 through 17 years of age). Classes were compared for comorbid symptoms and cognitive profiles of motor speed and variability, executive functioning, attention, emotion recognition, and detail-focused processing style.Results Latent class analysis revealed five classes: two without behavioral problems, one with only ADHD behavior, and two with both clinical symptom levels of ASD and ADHD but with one domain more prominent than the other (ADHD[+ASD] and ASD[+ADHD]). In accordance with the gradient overarching disorder hypothesis were the presence of an ADHD class without ASD symptoms and the absence of an ASD class without ADHD symptoms, as well as cognitive functioning of the simple ADHD class being less impaired than that of both comorbid classes. In conflict with this hypothesis was that there was some specificity of cognitive deficits across classes.Conclusions The overlapping cognitive deficits may be used to further unravel the shared etiological underpinnings of ASD and ADHD, and the nonoverlapping deficits may indicate why some children develop ADHD despite their enhanced risk for ASD. The two subtypes of children with both ASD and ADHD behavior will most likely benefit from different clinical approaches.

Integrity signals

Registry

Crossref · 10.1016/j.jaac.2012.08.024

Cites

53 of 53 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 46 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    Baseline speed showed a small significant class effect (F = 4.91, p = .002, eta-squared = 0.02).

    “A significant but small effect of class was found for speed (F 3,611 ϭ 4.91, p ϭ .002,␩ p 2 ϭ 0.02)”
    Quote in the paperNot a substantial claim
  • Findingown data

    Facial emotion identification speed showed a medium significant class effect (F = 7.52, p < .001, eta-squared = 0.06).

    “Significant medium and small effects of class were found for speed (F [3,379] ϭ 7.52, p Ͻ .001,␩ p 2 ϭ 0.06)”
    Quote in the paperNot a substantial claim
  • Findingown data

    Adjusting for age did not change the differences between classes.

    “When corrected for the influence of age, no changes in differences between the classes were found.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Baseline variability showed a small significant class effect (F = 3.41, p = .017, eta-squared = 0.02).

    “and variability (F [3,611] ϭ 3.41, p ϭ .017,␩ p 2 ϭ 0.02).”
    Quote in the paperNot a substantial claim
  • Findingown data

    The five classes differed significantly on all behavioral subscales (all p < .001).

    “A MANOVA using class as fixed factor and all behavioral domains as dependent variables revealed that, as expected, the five classes differed significantly on all behavioral subscales (for all, p Ͻ .001).”
    Quote in the paperSubstantial claim
  • May combine two claims. 38
  • The quote only partly states this claim. 3
  • Classified as probably not a substantial claim. 13

  • May combine two claims.

    Findingown data

    The ADHD(+ASD) class had CPRS subscales substantially above the cut-off and an SCQ total score slightly above the clinical cut-off.

    “In class 4, the ADHD symptoms were more prominent than the ASD symptoms, with CPRS subscales substantially above the cut-off, and a SCQ-total score slightly above the clinical cut-off (Table 1).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The ASD(+ADHD) class was significantly slower and less accurate than the normal class on facial emotion identification (both p < .001) and slower than the ADHD class (p = .001).

    “Pairwise comparisons revealed that responses in the ASD(ϩADHD) class were significantly slower and less accurate than the normal class (for both, p Ͻ .001) and significantly slower than the ADHD class (p ϭ .001).”
    Quote in the paperSubstantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingown data

    The ADHD-only and ADHD(+ASD) groups were intermediate on baseline speed and variability and did not differ from the other classes.

    “The ADHD-only and ADHD (ϩASD) groups formed intermediate classes that did not differ from the other classes.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The two normal classes did not differ on demographic or cognitive measures (all p > .05) and differed only behaviorally.

    “None of those comparisons reached significance (for all, p Ͼ.05); classes 1 and 2 clearly differed only on a behavioral level, most likely ranging from normal to super-normal behavior but without meaningful cognitive differences.”
    Quote in the paperNot a substantial claim

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    Findingown data

    The ASD(+ADHD) class responded significantly slower and more variably than the normal class (p = .001 and p = .008).

    “Pairwise comparisons indicated that the ASD(ϩADHD) class responded significantly slower and more variable than the normal class (p ϭ .001and p ϭ .008,respectively).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The ADHD-only class had both DSM-IV-oriented CPRS ADHD subscales above clinical cut-offs and an SCQ total score substantially below the cut-off.

    “Here, both DSM-IV-oriented CPRS subscales for ADHD (inattentive and hyperactive-impulsive behavior) were above the clinical cut-offs, whereas the SCQ total score was substantially below the cut-off (Table 1).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The ADHD(+ASD) class was slower than the normal class on facial emotion identification (p = .007) and was intermediate on accuracy.

    “The ADHD(ϩASD) class was also slower than the normal class (p ϭ .007),and formed an intermediate class that did not differ from the other classes regarding accuracy.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    For visuo-spatial working memory backward accuracy, the age effect was stronger in the normal class than in the three clinical classes, producing larger class differences in older children.

    “Post hoc analyses indicated that the effect of age was stronger in the normal class than in the three clinical classes, with larger class differences in older than in younger children”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The ASD(+ADHD) class was intermediate on both visuo-spatial and verbal working memory and did not differ from the other classes.

    “The ASD(ϩADHD) class formed an intermediate group that did not differ from the other classes regarding both visuo-spatial and verbal working memory.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The ASD(+ADHD) class had the highest detail-focused processing accuracy score, not significantly different from the normal class.

    “The ASD(ϩADHD) class showed the highest score (although not significantly different from the normal class), indicating a detail-focused processing style.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Social cognition deficit severity was greatest in ASD(ϩADHD), intermediate in ADHD(ϩASD), and absent in ADHD-only.

    “The severity of the deficit in social cognition was most pronounced in the ASD(ϩADHD) class, followed by the ADHD(ϩASD) class, but was not present in the ADHD-only class.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    A local processing style, shown by normal-to-superior block pattern performance, appeared only in ASD(ϩADHD); the primarily ADHD classes performed at intermediate or lower levels than the normal and ASD(ϩADHD) classes.

    “pattern performance, was only apparent in the ASD(ϩADHD) class and not in both primarily ADHD classes, which performed intermediately or more poorly than the normal and ASD(ϩADHD) classes.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The ASD(ϩADHD) class showed the greatest response slowness and variability, whereas the ADHD-only class did not show these.

    “When specifically viewed at the individual cognitive domains, it is remarkable that response slowness and variability were most pronounced in the ASD(ϩADHD) class and not observed in the ADHD-only class.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation

    This normal-to-superior performance contrasted with this class's poorer performance on nearly all other domains and matched prior studies.

    “This normal-to-superior performance clearly stands out against the background of poorer performance of this class on almost all other domains measured, and is in line with previous studies.26,50”
    Quote in the paperSubstantial claim0 of 2 sources checked
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  • May combine two claims.

    Findingown data

    A pure ADHD symptom group without ASD symptoms was found, but the reverse was not.

    “Children with”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    These classes showed both shared (visuospatial and verbal attention) and distinct (working memory; local/global processing) cognitive profiles.

    “that showed both overlapping (visuo-spatial and verbal attention) and different (working memory; local or global processing) cognitive profiles”
    Quote in the paperSubstantial claim

  • The quote only partly states this claim.

    Interpretationown data

    The cognitive profiles further supported the gradient overarching disorder hypothesis.

    “The cognitive profiles, on the one hand, further supported for the gradient overarching dis-order hypothesis, but on the other hand possible support for the distinct disorder hypothesis emerged as well.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    The ADHD-only class was the mildest-affected class within the spectrum, but the two comorbid ASD-ADHD classes could not be distinguished by severity and appeared qualitatively different.

    “Based on the currently defined classes, the ADHD-only group was indeed the mildest-affected class within the spectrum, but no such severity distinction could be made between both comorbid ASD-ADHD classes; they appeared qualitatively different.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    Different ASD-ADHD comorbid subtypes exist, with overlap but also qualitative difference in cognitive deficits.

    “Apparently, different ASD-ADHD comorbid subtypes exists, with overlap but also qualitative difference in cognitive deficits.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    The higher prevalence of ADHD in ASD (up to 80%) compared to ASD in ADHD (up to 50%) is consistent with the finding of no ASD-only class.

    “This finding is in accordance with the higher prevalence of children with ASD who meet criteria for ADHD (up to 80% in literature), compared to the ASD rate in children with ADHD (up to 50% in both the literature and our sample).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [3] source

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  • May combine two claims.

    Premisecitation

    LCA has been successfully applied in separate ASD and ADHD research fields and has disclosed clinically relevant, more homogeneous subtypes of both disorders.

    “This approach has already been successfully ap-plied in the separate research fields of ASD and ADHD, and has with greater precision disclosed clinically relevant, more homogeneous subtypes of both disorders.[17][18][19]”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites [17] source

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    • cites [18] source

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    • cites [19] source

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  • May combine two claims.

    Premisecitation

    ADHD symptoms occur in 30% to 80% of individuals with ASD, and ASD occurs in 20% to 50% of individuals with ADHD.

    “ASD fall within the range of 30% to 80%, whereas the presence of ASD is estimated in 20% to 50% of the patients with ADHD.[2][3][4]”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites [2] source

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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Class differences in sex, age, and IQ were analyzed to check for possible confounders.

    “Class differences with respect to sex, age, and IQ were analyzed to check for possible confounders.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    Subscales representing totals or restructuring items by DSM criteria were excluded from the LCA to prevent overrepresentation of those items.

    “Subscales that represented the total of other subscales (Global Index Total) and subscales that restructured the items by DSM criteria (DSM-IV Inattention, DSM-IV Hyperactivity-Impulsivity, and DSM-IV Total) were excluded to prevent overrepresentation of these items.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Premisenone given

    No previous study has used both ASD and ADHD symptom measures in a latent class analysis, so it is unknown to what extent mutually exclusive ASD-ADHD classes can be identified.

    “However, since no previous study has used both ASD and ADHD symptom measures in a LCA, it is as yet unknown to what extent mutually exclusive ASD-ADHD classes can be identified.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Overlapping cognitive deficits could help clarify shared etiological causes of ASD and ADHD, while nonoverlapping deficits could explain why some children develop ADHD despite elevated ASD risk and vice versa.

    “The overlapping cognitive deficits may be used to further unravel the shared etiological underpinnings of ASD and ADHD, whereas the nonoverlapping deficits may indicate why some children develop ADHD despite their enhanced risk for ASD and vice versa.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductcitation

    The SCQ and CPRS-R:L are validated instruments for screening ASD and ADHD.

    “The SCQ and the CPRS-R:L are both validated instruments for screening ASD and ADHD.32,33”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [32] source

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    • cites [33]

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  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductcitation

    False discovery rate correction was applied to multiple comparisons with a p-value setting of 0.05, and only effects surviving this correction were reported.

    “Correction for multiple comparisons was applied according to the false discovery rate (FDR) controlling procedure to the analyses with a p value setting of 0.05.40 Only the effects that remained significant after the FDR correction were reported.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [40] source

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  • May combine two claims.

    Interpretationcitation

    Because previous studies used DSM-IV defined heterogeneous groups and ADHD was not always assessed in ASD children, group comparisons may have been significantly obscured.

    “However, because these studies used DSM-IV defined (hence heterogeneous) groups of patients and because ADHD was not always assessed in children with ASD, 7 group comparisons may have been significantly obscured.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [7] source

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  • May combine two claims. The quote only partly states this claim.

    Study design and conductown data

    The two normal classes were combined for further analysis after comparisons showed no significant differences on demographic or cognitive outcomes.

    “Comparisons between the two Normal classes (classes 1 and 2) were considered theoretically irrelevant.Hence, these classes were considered as one class in further analysis.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    There is evidence for the partly distinct disorder hypothesis, with ASD children having cognitive problems qualitatively different from those of children with ADHD.

    “In contrast, there is also evidence for the (partly) distinct disorder hypothesis, with ASD children having cognitive problems that are qualitative different from those of children with ADHD.[25][26][27]”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites [25] source

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    • cites [27] source

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  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductcitation

    Only age was used as a covariate in cognitive analyses because IQ and sex are inherently confounded with ASD and ADHD and could not be separated from disorder effects.

    “If differences were detected, only age was implemented as a covariate in further analyses on cognitive data, as both IQ and sex are inherently confounded with ASD and ADHD, and therefore could not be separated from the effects of the disorders.37”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [37] source

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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The four IQ subtests used for prorating Full-Scale IQ are known to correlate between 0.90 and 0.95 with Full-Scale IQ.

    “These subtests are known to correlate between 0.90 and 0.95 with Full-Scale IQ. 34,35”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [34]

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    • cites [35]

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  • Classified as probably not a substantial claim.

    Study design and conductown data

    Because no ASD-only class existed, it is uncertain whether ASD symptoms are truly unrelated to working memory deficits.

    “However, given that there was no class with ASD symptoms only, it remains uncertain whether ASD symptoms are truly unrelated to working memory deficits.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationcitation

    The strong link between ADHD symptoms and working memory deficits agrees with earlier studies and suggests that working memory may clarify causal pathways for ADHD.

    “In any case, the strong relation between ADHD symptoms and working memory deficits concurs with previous studies 24,25 and suggests that working memory performance may shed more light on the causal pathways for ADHD.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [24] source

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    • cites [25] source

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    • Rests on an assumption: Working memory deficits are causally related to ADHD.

  • May combine two claims.

    Interpretationown data

    Attention dysfunction may mark neurodevelopmental disorders broadly and may not separate ASD from ADHD.

    “This finding may imply that a dysfunction in attention is indicative for neurodevelopmental disorders in general, unable to differentiate between ASD and ADHD, as has been reported before.3”
    Quote in the paperSubstantial claim0 of 1 sources checked
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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    Within the cross-sectional design's limits, normal-class children may gain certain skills more during maturation than children in severely affected classes.

    “This may suggest that, within the limitations of this cross-sectional design, children in the normal class improve certain skills more during maturation than children in the (severely) affected classes.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Age-related differences in cross-sectional cognitive data reflect developmental maturation.

  • May combine two claims.

    Study design and conductreasoning

    Possible comorbidity overestimation cannot explain the cognitive differences among classes, nor the presence of an ADHD-only class and absence of an ASD-only class.

    “However, the possible comorbidity overestimation cannot account for the cognitive differences in the distinct classes, nor can it explain the presence of an ADHD-only class and the absence of an ASD-only class.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The sample characteristics might have prevented detection of a pure ASD class.

    “Third, the nature of our samples might have prevented us from detecting a”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Children with ASD but no ADHD symptoms could be less common in clinical settings and uncommon in the general population.

  • May combine two claims.

    Study design and conductreasoning

    Since overrepresentation occurred in all patient classes, it did not affect comparisons among those classes.

    “However, as this overrepresentation was present in all patient classes, this did not affect comparisons between those classes.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductcitation

    Boys were overrepresented in the three affected classes and underrepresented in the normal class.

    “First, boys were overrepresented in the three affected classes, whereas they were underrepresented in the normal class.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Interviews may improve question interpretation and better distinguish normal-range from clinical-range behavior.

    “Interviews may improve the correct interpretation of questions, and more precisely distinguish normal-range behavior from clinical-range behavior.54”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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  • May combine two claims.

    Study design and conductown data

    Children in the ADHD-only class were younger and the least severely affected within the spectrum.

    “Fourth, children in the currently defined ADHD-only class were younger and also most mildly affected within the spectrum.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The lack of inhibition or flexibility problems was probably due to the task's predictable nature, where children always had to respond.

    “which was probably because of the predictable nature of the task, in which children always had to respond.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    ADHD symptoms can occur without ASD symptoms, but ASD symptoms do not occur without ADHD symptoms.

    “suggesting that ADHD symptoms do occur without ASD symptoms but that ASD symptoms do not occur without ADHD symptoms.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductcitation

    The computerized ANT tasks have satisfactory test-retest reliability and validity, as described elsewhere.

    “Test-retest reliability and validity of the computerized ANT tasks are satisfactory and have been described and illustrated elsewhere.2”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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46 of 46

  • The paper relies on this without support.

    The latent classes derived from parent-report symptom measures correspond to clinically meaningful ASD-ADHD subgroups.

    “To identify homogeneous symptom classes, LCA was used on the raw subscale outcomes of the SCQ (Social Interaction, Communication and Stereotypic Behavior) and the t scores of the following 10 scales of the CPRS-R:L”

  • The paper relies on this without support.

    The cognitive tasks measure the same cognitive constructs across the clinical and population samples.

    “The tasks described in Supplement 1 and Figure S1 (available online) were part of the broader neuropsychological assessment batteries used in the BOA and SPIDER projects.”

  • The paper relies on this without support.

    The SCQ and CPRS-R:L clinical cut-offs are valid thresholds for classifying children into clinical symptom levels in this sample.

    “Here, both DSM-IV-oriented CPRS subscales for ADHD (inattentive and hyperactive-impulsive behavior) were above the clinical cut-offs, whereas the SCQ total score was substantially below the cut-off (Table 1).”

  • The paper relies on this without support.

    Children with ASD but no ADHD symptoms could be less common in clinical settings and uncommon in the general population.

    “ASD without ADHD symptoms might be underrepresented in clinical samples and may also be relatively rare in population samples.”

  • The paper relies on this without support.

    Age-related differences in cross-sectional cognitive data reflect developmental maturation.

    “This may suggest that, within the limitations of this cross-sectional design, children in the normal class improve certain skills more during maturation than children in the (severely) affected classes.”

  • The paper relies on this without support.

    Differences in cognitive profiles between latent classes reflect differences in etiological origins.

    “Importantly, this feature was absent in the ADHD (ϩASD) class, suggesting that the origins of the ASD symptoms in this class are at least partially different from the origins of the ASD symptoms in the ASD(ϩADHD) class.”

  • The paper relies on this without support.

    Working memory deficits are causally related to ADHD.

    “In any case, the strong relation between ADHD symptoms and working memory deficits concurs with previous studies 24,25 and suggests that working memory performance may shed more light on the causal pathways for ADHD.”
7 of 7

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Working-memory comparison exceeds the reported results

    Major

    The discussion says both primarily ADHD classes had significantly greater working-memory deficits than the primarily ASD class. The results instead say the ASD(ϩADHD) class did not differ from any other class on either working-memory measure.

  • Visual-attention impairment is attributed to every clinical class

    Minor

    The discussion describes both types of attention as affected in all clinical classes. The reported visuospatial comparisons identify deficits relative to normal only for the two comorbid classes, not for the ADHD-only class.

  • The stated number of CPRS scales does not match the list

    Minor

    The methods say ten CPRS scales were used but name only nine.

  • The two comorbid class sizes are reversed in Table 1

    Minor

    The results assign 58 children to ADHD(ϩASD) and 59 to ASD(ϩADHD), while Table 1 assigns those classes 59 and 58, respectively.

4 of 4

Cites

Flagged first, then by citations

Research works printed but not linked: 2

  1. De Sonneville, 1999, Amsterdam Neuropsychological Tasks; a computer-aided assessment program, Comput Psychol, 6, 187
  2. De Sonneville, 2005, Amsterdam Neuropsychological Tasks: scientific and clinical applications, Tijdschrift voor Neuropsychologie, 1, 27

Cited by

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Related

Authors
van der Meer, J. M. J., Oerlemans, A. M., van Steijn, D. J., Lappenschaar, M. G. A., de Sonneville, L. M. J., Buitelaar, J. K., & Rommelse, N. N. J.
Affiliations
Radboud University Nijmegen (NL)
ORCID
Venue
Journal of the American Academy of Child & Adolescent Psychiatry
Publisher
Elsevier BV
Published
2012-11
Volume
51
Issue
11
Pages
1160-1172.e3
ISSN
0890-8567 (ISSN-L)
DOI
10.1016/j.jaac.2012.08.024
OpenAlex
W2139962491
Cited by
303
References
53
Citations by year
2026: 12 · 2025: 20 · 2024: 24 · 2023: 19 · 2022: 26 · 2021: 21 · 2020: 26 · 2019: 21 · 2018: 27 · 2017: 20 · 2016: 24 · 2015: 21 · 2014: 29 · 2013: 12 · 2012: 1
FWCI
10.31
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Journal of the American Academy of Child & Adolescent Psychiatry (publishedVersion)
  • PubMed (publishedVersion)
  • Radboud Repository (Radboud University) (submittedVersion)
  • University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion)
Funders
  • Bristol-Myers Squibb
  • Eli Lilly and Company
  • Danone
  • Radboud Universiteit
  • Nederlandse Organisatie voor Wetenschappelijk Onderzoek (#91610024, 05613015)
  • Servier
  • Cilag
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
autism spectrum disorder, attention deficit hyperactivity disorder, cognitive profile, executive function, attention, emotion recognition, children and adolescents, symptom heterogeneity
MeSH terms
Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Child Development Disorders, Pervasive, Female, Humans, Male, Neuropsychological Tests, Population Surveillance, Psychiatric Status Rating Scales

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