Heterogeneity in ADHD: Neurocognitive predictors of peer, family, and academic functioning
Open accessAbstract
Childhood attention-deficit/hyperactivity disorder (ADHD) is associated with impairments in peer, family, and academic functioning. Although impairment is required for diagnosis, children with ADHD vary significantly in the areas in which they demonstrate clinically significant impairment. However, relatively little is known about the mechanisms and processes underlying these individual differences. The current study examined neurocognitive predictors of heterogeneity in peer, family, and academic functioning in a well-defined sample of 44 children with ADHD aged 8-13 years (M = 10.31, SD = 1.42; 31 boys, 13 girls; 81% Caucasian). Reliable change analysis indicated that 98% of the sample demonstrated objectively-defined impairment on at least one assessed outcome measure; 65% were impaired in two or all three areas of functioning. ADHD children with quantifiable deficits in academic success and family functioning performed worse on tests of working memory (d = 0.68 to 1.09), whereas children with impaired parent-reported social functioning demonstrated slower processing speed (d = 0.53). Dimensional analyses identified additional predictors of peer, family, and academic functioning. Working memory abilities were associated with individual differences in all three functional domains, processing speed predicted social functioning, and inhibitory control predicted family functioning. These results add to a growing literature implicating neurocognitive abilities not only in explaining behavioral differences between ADHD and non-ADHD groups, but also in the substantial heterogeneity in ecologically-valid functional outcomes associated with the disorder.
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Recent critiques question the accuracy of these estimates because knowledge of executive functioning in ADHD relies largely on single tasks that may not optimally measure their intended construct.
“recent critiques of the clinical literature’s executive function task selection (e.g., Snyder et al., 2015) question the veracity of these estimates, such that our understanding of executive functioning in ADHD is based, in large part, on data from single tasks that may suboptimally assess their intended construct (Kofler et al., 2016; Coghill et al., 2014; Sonuga-Barke et al., 2008).”
From Executive Functioning Heterogeneity in Pediatric ADHD (2019) · cites this paper as Kofler et al., 2016
The Method section (‘Control for the task impurity problem’; page not provided) says no neurocognitive task is process-pure and that multiple measures are needed to isolate the intended construct. It does not establish that ADHD executive-function estimates rely largely on single tasks or assess the accuracy of those estimates. (LLM, conf=0.82)
Experimental — accuracy not yet measuredFormative indicators of working memory, inhibitory control, and set shifting were derived, and participant-level component scores were analyzed with reliable change analyses that explicitly account for measurement error to objectively define impairment.
“Formative indicators of working memory, inhibitory control, and set shifting were derived, and these participant-level component scores were subjected to reliable change analyses (Jacobson & Truax, 1991) that explicitly account for measurement error to objectively define impairment (Kofler et al., 2016; Sarver et al., 2015).”
From Executive Functioning Heterogeneity in Pediatric ADHD (2019) · cites this paper as Kofler et al., 2016
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
Experimental — accuracy not yet measuredReliability and validity evidence for the working memory reordering tasks includes internal consistency, one- to three-week test-retest reliability, and expected magnitude relations with criterion working memory complex span and updating tasks.
“Reliability and validity evidence includes internal consistency (α=.82–.97; Kofler et al., 2017), 1- to 3-week test-retest reliability (.76–.90; Sarver et al., 2015), and expected magnitude relations with criterion working memory complex span (r=.69) and updating tasks (r=.61) (Wells et al., 2018).”
From Executive Functioning Heterogeneity in Pediatric ADHD (2019) · cites this paper as Kofler et al., 2017
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“…slowed processing speed (Frazier, Demaree, & Youngstrom, 2004; Kofler et al., 2013) based on comparisons with typically developing groups (Zakzanis, 2001).1 In comparison, approximately 27% to 47% underperform on IQ tests (Frazier et al., 2004) that depend on these executive and other…”
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“Following Rapport et al. (2008) and Kofler et al. (2013), we computed a residual FSIQ score by covarying the working memory, inhibition, and processing speed factor scores, described below, out of FSIQ (R2 = .30, p = .006).”
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“Children with any ADHD subtype/presentation were eligible given evidence of the instability of ADHD subtypes (Valo & Tannock, 2010) and previous research implicating neurocognitive processes in both inattentive (Kofler et al., 2010) and hyperactive (Rapport et al., 2009) symptom clusters.”
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“…et al., 1978), medical and behavioral treatment (van der Oord, Prins, Oosterlaan, & Emmelkamp, 2008), and neurocognitive abilities (Chhabildas, Pennington, & Willcutt, 2001; Halperin et al., 2008; Nigg, Blaskey, Huang-Pollock, & Rappley, 2002; Sarver, Rapport, Kofler, Raiker, & Friedman, 2015).”
Selective Females Affliction in the Developmental Disorders of Childhood: A Literature Review
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“Similarly, inhibition has been linked with social functioning (Gewirtz, StantonChapman, & Reeve, 2009; Nigg, 1999) as well as math (Thorell, 2007; Wåhlstedt, Thorell, & Bohlin, 2009), English, and science achievement (St.”
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Does working memory training generalize?
Shipstead, Z., Redick, T. S., & Engle, R. W. (2010) · Psychologica Belgica · doi:10.5334/pb-50-3-4-245 · Cited by 242 · see citing works
Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., & Raiker, J. S. (2010) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-009-9357-6 · Cited by 239 · cited 4× · see citing works
“eligible given evidence of the instability of ADHD subtypes (Valo & Tannock, 2010) and previous research implicating neurocognitive processes in both inattentive (Kofler et al., 2010) and hyperactive (Rapport et al.”
BackgroundMethodInfluentialSelf-citationHeterogeneity in ADHD: Neuropsychological Pathways, Comorbidity and Symptom Domains
Wåhlstedt, C., Thorell, L. B., & Bohlin, G. (2009) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-008-9286-9 · Cited by 237 · see citing works
Teacher Ratings of Academic Skills: The Development of the Academic Performance Rating Scale
DuPaul, G. J., Rapport, M. D., & Perriello, L. M. (1991) · School Psychology Review · doi:10.1080/02796015.1991.12085552 · Cited by 236 · see citing works
Wechsler Abbreviated Scale of Intelligence
Child Study Center) (2012) · Springer eBooks · doi:10.1007/978-1-4419-1698-3_101552 · Cited by 233 · see citing works
Thorell, L. B. (2007) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2007.01777.x · Cited by 230 · cited 7× · see citing works
“…lines of research indicating that (a) neurocognitive abilities predict important functional outcomes in non-ADHD samples (Holmes et al., 2016; Thorell, 2007), (b) many but not all children with ADHD exhibit deficits in specific neurocognitive abilities and each area of functioning (Pelham et…”
BackgroundInfluentialWorking Memory Deficits and Social Problems in Children with ADHD
Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., Raiker, J. S., & Alderson, R. M. (2011) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-011-9492-8 · Cited by 227 · cited 7× · see citing works
“Importantly, working memory deficits also appear important for explaining betweengroup differences in social functioning (Bunford et al., 2015; Kofler et al., 2011) and math performance (Antonini et al.”
BackgroundInfluentialSelf-citationLinking Executive Function and Peer Problems from Early Childhood Through Middle Adolescence
Holmes, C. J., Kim‐Spoon, J., & Deater-Deckard, K. D. (2015) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-015-0044-5 · Cited by 223 · cited 3× · see citing works
“These findings were generally consistent with the developmental literature (Holmes et al., 2016) and previous comparisons of ADHD and typically developing groups (Chhabildas et al.”
BackgroundResultSwanson, L., & Kim, K. (2006) · Intelligence · doi:10.1016/j.intell.2006.07.001 · Cited by 218 · cited 1× · see citing works
“…memory tasks includes high internal consistency (α = .82 to .97), one- to three-week test–retest reliability of .76 to .90 (Sarver et al., 2015), and demonstration of the expected magnitude of relations (Swanson & Kim, 2007) with established measures of shortterm memory (Raiker et al., 2012).”
BackgroundWorking memory influences processing speed and reading fluency in ADHD
Jacobson, L. A., Ryan, M., Martin, R. B., Ewen, J., Mostofsky, S. H., Denckla, M. B., & Mahone, E. M. (2011) · Child Neuropsychology · doi:10.1080/09297049.2010.532204 · Cited by 215 · cited 1× · see citing works
“Similarly, children with ADHD with faster processing speed show higher attainment in reading (Jacobson et al., 2011), as well as math and written expression (Mayes & Calhoun, 2007).”
BackgroundMelby-Lervåg, M., & Hulme, C. (2016) · Psychonomic Bulletin & Review · doi:10.3758/s13423-015-0862-z · Cited by 189 · see citing works
Rogers, M., Wiener, J., Marton, I., & Tannock, R. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2009.02.001 · Cited by 189 · see citing works
Does Childhood Executive Function Predict Adolescent Functional Outcomes in Girls with ADHD?
Miller, M. R., & Hinshaw, S. P. (2009) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-009-9369-2 · Cited by 189 · cited 1× · see citing works
“To this end, emerging evidence suggests that neurocognitive abilities may help explain heterogeneity in social (Miller & Hinshaw, 2010), academic (Biederman et al., 2004; Preston, Heaton, McCann, Watson, & Selke, 2009), and global functioning (Cheung et al., 2015) among children and adolescents…”
BackgroundCuevas, K., Deater-Deckard, K. D., Kim‐Spoon, J., Watson, A. J., Morasch, K. C., & Bell, M. A. (2014) · Developmental Science · doi:10.1111/desc.12073 · Cited by 184 · cited 1× · see citing works
“are generally consistent with developmental models suggesting that child cognitive/ intellectual assets may facilitate positive interactions with caring adults (Lerner, Phelps, Forman, & Biowers, 2009), which in turn may shape early executive function development (Cuevas et al., 2014) and buffer against adverse outcom…”
ResultRogers, M., Hwang, H., Toplak, M., Weiss, M., & Tannock, R. (2011) · Child Neuropsychology · doi:10.1080/09297049.2010.544648 · Cited by 181 · see citing works
DuPaul, G. J., & Weyandt, L. L. (2006) · International Journal of Disability, Development and Education · doi:10.1080/10349120600716141 · Cited by 175 · see citing works
The Economic Impact of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents
Pelham, W. E., Foster, E. M., & Robb, J. A. (2007) · Ambulatory Pediatrics · doi:10.1016/j.ambp.2006.08.002 · Cited by 156 · see citing works
Ilieva, I. P., Hook, C. J., & Farah, M. J. (2015) · Journal of Cognitive Neuroscience · doi:10.1162/jocn_a_00776 · Cited by 154 · see citing works
Sarver, D. E., Rapport, M. D., Kofler, M. J., Raiker, J. S., & Friedman, L. M. (2015) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-015-0011-1 · Cited by 149 · cited 3× · see citing works
“Following Sarver et al. (2015), this involved applying the Jacobson and Truax (1991) model of reliable change to each child’s normreferenced scores on each of the peer, family, and academic outcomes.”
MethodSelf-citationMiller, M., Nevado-Montenegro, A. J., & Hinshaw, S. P. (2012) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-011-9599-y · Cited by 147 · cited 1× · see citing works
“, 2011) and longitudinal associations (Miller et al., 2012; Sarver et al., 2012) between working memory storage/rehearsal subcomponents and individual differences in specific academic domains.”
BackgroundCussen, A., Sciberras, E., Ukoumunne, O. C., & Efron, D. (2011) · European Journal of Pediatrics · doi:10.1007/s00431-011-1524-4 · Cited by 146 · see citing works
Childhood predictors of adolescent and young adult outcome in ADHD
Cheung, C. H. M., Rijdijk, F., McLoughlin, G., Faraone, S., Asherson, P., & Kuntsi, J. (2015) · Journal of Psychiatric Research · doi:10.1016/j.jpsychires.2015.01.011 · Cited by 144 · cited 2× · see citing works
“…end, emerging evidence suggests that neurocognitive abilities may help explain heterogeneity in social (Miller & Hinshaw, 2010), academic (Biederman et al., 2004; Preston, Heaton, McCann, Watson, & Selke, 2009), and global functioning (Cheung et al., 2015) among children and adolescents with ADHD.”
BackgroundEarly Parent–Child Relations and Family Functioning of Preschool Boys with Pervasive Hyperactivity
Keown, L. J., & Woodward, L. J. (2002) · Research on Child and Adolescent Psychopathology · doi:10.1023/a:1020803412247 · Cited by 143 · cited 2× · see citing works
“…in the parent–child relationship (Keown & Woodward, 2002), impaired parent–child communication (Cussen, Sciberras, Ukoumunne, & Efron, 2012; Keown & Woodward, 2002), and lower levels of parental confidence (Johnston & Mash, 2001) and parental involvement (Rogers, Wiener, Marton, &…”
BackgroundValo, S., & Tannock, R. (2010) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2010.517172 · Cited by 142 · cited 2× · see citing works
“…characteristics such as gender (Gaub & Carlson, 1997) and age (Halperin, Trampush, Miller, Marks, & Newcorn, 2008), informant and setting factors (Valo & Tannock, 2010; Whalen et al., 1978), medical and behavioral treatment (van der Oord, Prins, Oosterlaan, & Emmelkamp, 2008), and neurocognitive…”
MethodRaiker, J. S., Rapport, M. D., Kofler, M. J., & Sarver, D. E. (2012) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-011-9607-2 · Cited by 135 · see citing works
Self-citationMikami, A. Y., Lerner, M. D., Griggs, M. S., McGrath, A., & Calhoun, C. D. (2010) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-010-9403-4 · Cited by 122 · see citing works
Soreni, N., Crosbie, J., Ickowicz, A., & Schachar, R. (2009) · Journal of Attention Disorders · doi:10.1177/1087054708326110 · Cited by 121 · see citing works
Alderson, R. M., Rapport, M. D., Hudec, K. L., Sarver, D. E., & Kofler, M. J. (2010) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-010-9387-0 · Cited by 117 · cited 3× · see citing works
“In contrast, the current findings were consistent with previous ADHD studies that failed to find links between inhibition and ADHD symptoms (Alderson et al., 2010; Rucklidge & Tannock, 2002), as well as meta-analytic conclusions that inhibitory control may be intact in ADHD (Alderson et al.”
BackgroundResultSelf-citationFeatures of Positive Developmental Settings.
Larson, R. W., Eccles, J. S., & Gootman, J. A. (2004) · The prevention researcher · Cited by 111 · see citing works
Huang-Pollock, C. L., Mikami, A. Y., Pfiffner, L., & McBurnett, K. (2009) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-009-9302-8 · Cited by 109 · see citing works
Dennis, T. A., Brotman, L. M., Huang, K., & Gouley, K. K. (2007) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374410701448513 · Cited by 104 · cited 1× · see citing works
“…between WMI and GAI suggests limited utility of this index for estimating process-free IQ abilities, and suggests that its raw inclusion in the model would result in removing significant variance attributable to working memory from working memory (cf. Dennis et al., 2007; Rapport et al., 2008).”
BackgroundAre Motor Inhibition and Cognitive Flexibility Dead Ends in ADHD?
Rommelse, N. N. J., Altink, M. E., de Sonneville, L. M. J., Buschgens, C. J. M., Buitelaar, J., Oosterlaan, J., & Sergeant, J. A. (2007) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-007-9146-z · Cited by 103 · cited 1× · see citing works
“tion of ADHD (Barkley, 1997), it may now be considered a “dead end” in ADHD (Rommelse et al., 2007) and is no longer considered a core executive function in at least one influential model of human cognition (Miyake & Friedman, 2012).”
BackgroundBunford, N., Brandt, N. E., Golden, C., Dykstra, J. B., Suhr, J. A., & Owens, J. S. (2014) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-014-9902-9 · Cited by 99 · cited 5× · see citing works
“Importantly, working memory deficits also appear important for explaining betweengroup differences in social functioning (Bunford et al., 2015; Kofler et al., 2011) and math performance (Antonini et al.”
BackgroundInfluentialChacko, A., Kofler, M., & Jarrett, M. (2014) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-014-0171-5 · Cited by 93 · cited 2× · see citing works
“That is, in addition to direct remediation of each identified functional area, improved efficacy may be realized by adding interventions that target the specific mechanisms associated with the child’s identified functional impairment(s) (Chacko et al., 2014).”
BackgroundSelf-citationThe structure of working memory and how it relates to intelligence in children
Giofrè, D., Mammarella, I. C., & Cornoldi, C. (2013) · Intelligence · doi:10.1016/j.intell.2013.06.006 · Cited by 92 · see citing works
ADHD and Behavioral Inhibition: A Re-examination of the Stop-signal Task
Alderson, R. M., Rapport, M. D., Sarver, D. E., & Kofler, M. J. (2008) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-008-9230-z · Cited by 87 · see citing works
Self-citationWhalen, C. K., Collins, B. E., Henker, B. A., Alkus, S. R., Adams, D., & Stapp, J. (1978) · Journal of Pediatric Psychology · doi:10.1093/jpepsy/3.4.177 · Cited by 85 · cited 2× · see citing works
“…as gender (Gaub & Carlson, 1997) and age (Halperin, Trampush, Miller, Marks, & Newcorn, 2008), informant and setting factors (Valo & Tannock, 2010; Whalen et al., 1978), medical and behavioral treatment (van der Oord, Prins, Oosterlaan, & Emmelkamp, 2008), and neurocognitive abilities…”
BackgroundSonuga-Barke, E. J. S., Bitsakou, P., & Thompson, M. J. J. (2010) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/00004583-201004000-00009 · Cited by 70 · see citing works
Further Validity Evidence for the Teacher Version of the Child Symptom lnventory-4.
Gadow, K. D., Sprafkin, J. N., Salisbury, H., Schneider, J., & Loney, J. (2004) · School Psychology Quarterly · doi:10.1521/scpq.19.1.50.29408 · Cited by 68 · see citing works
Kofler, M. J., Alderson, R. M., Raiker, J. S., Bolden, J., Sarver, D. E., & Rapport, M. D. (2014) · Neuropsychology · doi:10.1037/neu0000050 · Cited by 67 · cited 2× · see citing works
“…typically developing groups with regard to impulsive responding (Raiker, Rapport, Kofler, & Sarver, 2012), inhibitory control (Alderson, Rapport, Hudec, Sarver, & Kofler, 2010), delay aversion (Patros et al., 2015), and response variability (Kofler et al., 2014) after accounting for working memory.”
BackgroundSelf-citationThe Role of Multidimensional Attentional Abilities in Academic Skills of Children With ADHD
Preston, A. S., Heaton, S. C., McCann, S. J., Watson, W. D., & Selke, G. (2009) · Journal of Learning Disabilities · doi:10.1177/0022219408331042 · Cited by 61 · cited 2× · see citing works
“Specifically, individual differences in IQ among children with ADHD predict their reading, math (Alloway & Stein, 2014), and spelling success (Preston et al., 2009).”
BackgroundMaybery, M., & Do, N. (2003) · Educational & Child Psychology · doi:10.53841/bpsecp.2003.20.3.77 · Cited by 61 · cited 1× · see citing works
“…and longitudinal continuity with academic success in reading (Cain, Oakhill, & Bryant, 2004; Sarver et al., 2012; Sesma, Mahone, Levine, Eason, & Cutting, 2009), whereas visuospatial working memory may predict math productivity better than PHWM (Maybery & Do, 2003; Sarver et al., 2012).”
BackgroundExploring the Role of Working Memory in Dynamic Social Cue Decoding Using Dual Task Methodology
Phillips, L. H., Tunstall, M., & Channon, S. (2007) · Journal of Nonverbal Behavior · doi:10.1007/s10919-007-0026-6 · Cited by 59 · see citing works
Tourva, A., Spanoudis, G., & Demetriou, A. (2016) · Intelligence · doi:10.1016/j.intell.2015.12.001 · Cited by 53 · cited 2× · see citing works
“related improvements in working memory lead directly to improvements in IQ (Tourva et al., 2016).”
BackgroundSarver, D. E., Rapport, M. D., Kofler, M. J., Scanlan, S. W., Raiker, J. S., Altro, T. A., & Bolden, J. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.09.010 · Cited by 48 · cited 5× · see citing works
“predict math productivity better than PHWM (Maybery & Do, 2003; Sarver et al., 2012).”
BackgroundInfluentialSelf-citationGomez, R., & Sanson, A. V. (1994) · Journal of Abnormal Child Psychology · doi:10.1007/bf02168935 · Cited by 43 · cited 1× · see citing works
“Performance was monitored at all times by the examiner, who was stationed just out of the child’s view to provide a structured setting while minimizing performance improvements associated with examiner demand characteristics (Gomez & Sanson, 1994).”
MethodPatros, C. H. G., Alderson, R. M., Lea, S. E., Tarle, S. J., Kasper, L. J., & Hudec, K. L. (2015) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2014.12.016 · Cited by 43 · cited 3× · see citing works
“…typically developing groups with regard to impulsive responding (Raiker, Rapport, Kofler, & Sarver, 2012), inhibitory control (Alderson, Rapport, Hudec, Sarver, & Kofler, 2010), delay aversion (Patros et al., 2015), and response variability (Kofler et al., 2014) after accounting for working memory.”
BackgroundNeurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD
Antonini, T. N., Kingery, K. M., Narad, M. E., Langberg, J. M., Tamm, L., & Epstein, J. N. (2013) · Journal of Attention Disorders · doi:10.1177/1087054713504620 · Cited by 34 · cited 2× · see citing works
“…also appear important for explaining betweengroup differences in social functioning (Bunford et al., 2015; Kofler et al., 2011) and math performance (Antonini et al., 2016), suggesting an important role for this cognitive ability in ecologically-valid, functional outcomes for children with ADHD.”
BackgroundLatent profile analysis of neuropsychological measures to determine preschoolers' risk for ADHD
Rajendran, K., O’Neill, S. C., Marks, D. J., & Halperin, J. M. (2015) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12434 · Cited by 31 · see citing works
Gewirtz, S., Stanton‐Chapman, T. L., & Reeve, R. E. (2008) · Early Child Development and Care · doi:10.1080/03004430601119885 · Cited by 26 · see citing works
Kofler, M. J., Sarver, D. E., & Wells, E. L. (2020) · Journal of Attention Disorders · doi:10.1177/1087054715608439 · Cited by 20 · see citing works
Self-citationInvestigating the link between cognitive skills and learning in non-comorbid samples of ADHD and SLI
Alloway, T. P., & Stein, A. (2013) · International Journal of Educational Research · doi:10.1016/j.ijer.2013.10.003 · Cited by 8 · cited 2× · see citing works
“…(Dennis et al., 2009), individual differences in working memory components predict concurrent reading, math, and overall academic achievement (Alloway & Stein, 2014; Mayes & Calhoun, 2007; Rogers, Hwang, Toplak, Weiss, & Tannock, 2011) and longitudinally predict their reading abilities into…”
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Cited by
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Executive Functioning Heterogeneity in Pediatric ADHD
Kofler, M. J., Irwin, L. N., Soto, E. F., Groves, N. B., Harmon, S. L., & Sarver, D. E. (2019) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-018-0438-2 · Cited by 288 · see citing works
“…Snyder et al. 2015) question the veracity of these estimates, such that our understanding of executive functioning in ADHD is based, in large part, on data from single tasks that may suboptimally assess their intended construct (Kofler et al. 2016; Coghill et al. 2014; SonugaBarke et al. 2008).”
BackgroundMethodInfluentialSelf-citationWorking memory and organizational skills problems in <scp>ADHD</scp>
Kofler, M. J., Sarver, D. E., Harmon, S. L., Moltisanti, A., Aduen, P. A., Soto, E. F., & Ferretti, N. (2018) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12773 · Cited by 125 · see citing works
Self-citationSocial Problems in ADHD: Is it a Skills Acquisition or Performance Problem?
Aduen, P. A., Day, T. N., Kofler, M. J., Harmon, S. L., Wells, E. L., & Sarver, D. E. (2018) · Journal of Psychopathology and Behavioral Assessment · doi:10.1007/s10862-018-9649-7 · Cited by 117 · see citing works
“These findings are consistent with previous evidence indicating substantial heterogeneity in social skills deficits among children with ADHD (Kofler et al. 2016), and extend these findings by indicating that this heterogeneity extends to the individual symptom level.”
ResultSelf-citationExecutive Functioning and Emotion Regulation in Children with and without ADHD
Groves, N. B., Wells, E. L., Soto, E. F., Marsh, C. L., Jaisle, E. M., Harvey, T. K., & Kofler, M. J. (2022) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-021-00883-0 · Cited by 110 · see citing works
“Six trials per set size were administered in randomized/unpredictable order (3–6 stimuli/trial; 1 stimuli/second) as recommended (Kofler et al., 2016).”
MethodSelf-citationWorking memory and short-term memory deficits in ADHD: A bifactor modeling approach
Kofler, M. J., Singh, L. J., Soto, E. F., Chan, E. S. M., Miller, C. E., Harmon, S. L., & Spiegel, J. A. (2020) · Neuropsychology · doi:10.1037/neu0000641 · Cited by 101 · see citing works
“, 2019), response speeds (Kofler et al., 2016), or episodic buffer processes (Kofler, Spiegel et al.”
BackgroundInfluentialSelf-citationPacheco, J. L., Garvey, M. A., Sarampote, C. S., Cohen, E. D., Murphy, E. R., & Friedman‐Hill, S. R. (2022) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.13543 · Cited by 99 · see citing works
“…tasks predicts attention abilities, general aptitude, and academic achievement; moreover, performance on some WM tasks predicts ADHD-like behaviors in non-ADHD persons (e.g., multi-tasking, mind wandering, and difficulty following directions) (Fried et al., 2016; Kofler et al., 2017).”
Wells, E. L., Kofler, M. J., Soto, E. F., Schaefer, H. S., & Sarver, D. E. (2018) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2017.10.024 · Cited by 84 · see citing works
Self-citationAttention Deficit/Hyperactivity Disorder (ADHD) and Entrepreneurship
Antshel, K. M. (2017) · Academy of Management Perspectives · doi:10.5465/amp.2016.0144 · Cited by 86 · see citing works
An Examination of Relations Among Working Memory, ADHD Symptoms, and Emotion Regulation
Groves, N. B., Kofler, M. J., Wells, E. L., Day, T. N., & Chan, E. S. M. (2020) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-019-00612-8 · Cited by 75 · see citing works
Self-citationBachmann, K., Lam, A. P., Sörös, P., Kanat, M., Hoxhaj, E., Matthies, S., Feige, B., Müller, H., Özyurt, J., Thiel, C. M., et al. (2018) · Behaviour Research and Therapy · doi:10.1016/j.brat.2018.05.002 · Cited by 73 · see citing works
Neurocognitive and behavioral predictors of social problems in ADHD: A Bayesian framework.
Kofler, M. J., Harmon, S. L., Aduen, P. A., Day, T. N., Austin, K. E., Spiegel, J. A., Irwin, L., & Sarver, D. E. (2018) · Neuropsychology · doi:10.1037/neu0000416 · Cited by 61 · see citing works
“Interestingly, previous evidence implicating inhibitory control (Bunford et al., 2015) and processing speed (Kofler et al., 2016) in ADHD-related social problems is based in part on data from the same stop-signal task used in the current study.”
BackgroundMethodResultInfluentialSelf-citationBedford, S. A., Lai, M., Lombardo, M. V., Chakrabarti, B., Ruigrok, A. N. V., John Suckling, A., Anagnostou, E. A., Lerch, J. P., Taylor, M. J., Nicolson, R., et al. (2024) · Biological Psychiatry · doi:10.1016/j.biopsych.2024.07.024 · Cited by 62 · see citing works
Which ‘Working’ Components of Working Memory aren’t Working in Youth with ADHD?
Fosco, W. D., Kofler, M. J., Groves, N. B., Chan, E. S. M., & Raiker, J. S. (2020) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-020-00621-y · Cited by 55 · see citing works
Self-citationFosco, W. D., Kofler, M. J., Alderson, R. M., Tarle, S. J., Raiker, J. S., & Sarver, D. E. (2019) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-018-0504-9 · Cited by 42 · see citing works
Self-citationKofler, M. J., Sarver, D. E., Austin, K. E., Schaefer, H. S., Holland, E., Aduen, P. A., Wells, E. L., Soto, E. F., Irwin, L. N., Schatschneider, C., et al. (2018) · Journal of Consulting and Clinical Psychology · doi:10.1037/ccp0000308 · Cited by 46 · see citing works
“Further, working memory deficits in ADHD have been linked with ADHD-related impairments in academic (Friedman et al., 2017), social (Bunford et al., 2014), organizational (Kofler et al., 2017a) and family functioning (Kofler et al., 2017b).”
Self-citationAre There Resilient Children with ADHD?
Chan, E. S. M., Groves, N. B., Marsh, C. L., Miller, C., Richmond, K. P., & Kofler, M. J. (2021) · Journal of Attention Disorders · doi:10.1177/10870547211025629 · Cited by 40 · see citing works
“, Magnusson, 2003; Masten, 2014a), to our knowledge only three prior studies (Biederman et al., 1998; Kofler et al., 2016; Chronis et al., 2007) have applied personfocused research designs to the study of ADHD and resilience.”
BackgroundSelf-citationA critical appraisal of the role of neuropsychological deficits in preschool ADHD
Sjöwall, D., & Thorell, L. B. (2018) · Child Neuropsychology · doi:10.1080/09297049.2018.1447096 · Cited by 37 · see citing works
“Some studies have also found significant relations between executive function deficits and social functioning (Kofler et al., 2011, 2017; Rinsky & Hinshaw, 2011) whereas others have failed to do so (e.g., Diamantopoulou, Rydell, Thorell, & Bohlin, 2007; Huang-Pollock, Mikami, Pfiffner, & McBurnett,…”
BackgroundA Review of Working Memory Training in the Management of Attention Deficit Hyperactivity Disorder
Alsaad, M. S., Al-Jabri, B., & Almarzouki, A. (2021) · Frontiers in Behavioral Neuroscience · doi:10.3389/fnbeh.2021.686873 · Cited by 32 · see citing works
Carames, C. N., Irwin, L. N., & Kofler, M. J. (2021) · Child Neuropsychology · doi:10.1080/09297049.2021.1967913 · Cited by 37 · see citing works
Self-citationSingh, L. J., Gaye, F., Cole, A. M., Chan, E. S. M., & Kofler, M. J. (2022) · Neuropsychology · doi:10.1037/neu0000798 · Cited by 32 · see citing works
Self-citationBunford, N., Kujawa, A., Dyson, M. W., Olino, T. M., & Klein, D. N. (2021) · Development and Psychopathology · doi:10.1017/s0954579420002199 · Cited by 27 · see citing works
“…& Nigg, 2013], neuropsychological deficits [Bunford et al., 2015a; Kofler et al., 2014], temperamental or personality dimensions [Karalunas et al., 2014; Martel & Nigg, 2006]) and functional impairments (American Psychiatric Association, 2013) was treated as error variance (Kofler et al., 2017).”
MethodKatsuki, D., Yamashita, H., Yamane, K., Kanba, S., & Yoshida, K. (2020) · Child Psychiatry & Human Development · doi:10.1007/s10578-020-00977-8 · Cited by 26 · see citing works
Kolodny, T., Mevorach, C., Stern, P., Biderman, N., Ankaoua, M., Tsafrir, S., & Shalev, L. (2019) · NeuroImage Clinical · doi:10.1016/j.nicl.2019.102119 · Cited by 26 · see citing works
Chen, I.-C., Chan, H., Lin, K., Huang, Y., Tsai, P.-L., & Huang, Y. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19127283 · Cited by 23 · see citing works
“Such deficit is linked to a lower level of academic achievement, social skills, and organizational skills [10,11], casting a negative impact on numerous domains of development and adjustment.”
BackgroundEadeh, H., Markon, K. E., Nigg, J. T., & Nikolas, M. A. (2021) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-021-00770-8 · Cited by 22 · see citing works
Distinct Patterns of Impaired Cognitive Control Among Boys and Girls with ADHD Across Development
Deronda, A. C., Zhao, Y., Seymour, K. E., Mostofsky, S. H., & Rosch, K. S. (2021) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-021-00792-2 · Cited by 21 · see citing works
Executive Function Deficits in Adolescents With ADHD: Untangling Possible Sources of Heterogeneity
Molitor, S. J., Oddo, L. E., Eadeh, H., & Langberg, J. M. (2018) · Journal of Emotional and Behavioral Disorders · doi:10.1177/1063426618763125 · Cited by 19 · see citing works
Campez, M., Raiker, J. S., Little, K., Altszuler, A. R., Merrill, B. M., Macphee, F. L., Gnagy, E. M., Greiner, A. R., Musser, E. D., Coles, E. K., et al. (2021) · Experimental and Clinical Psychopharmacology · doi:10.1037/pha0000446 · Cited by 18 · see citing works
Using task performance to inform treatment planning for youth with ADHD: A systematic review
Molitor, S. J., & Langberg, J. M. (2017) · Clinical Psychology Review · doi:10.1016/j.cpr.2017.10.007 · Cited by 16 · see citing works
“It should also be noted that some of these studies reported clinically meaningful effect sizes: Kofler et al. (2016) reported Cohen’s d values as large as 1.09, and Biederman et al. (2004) reported that youth with ADHD and comorbid EF deficits were as much as three times more likely to experience…”
BackgroundResultInfluentialMies, G. W., Moors, P., Sonuga-Barke, E. J. S., der Oord, S. V., Wiersema, J. R., Scheres, A., Lemiere, J., & Danckaerts, M. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02769 · Cited by 15 · see citing works
Beijers, L., van Loo, H. M., Romeijn, J., Lamers, F., Schoevers, R. A., & Wardenaar, K. J. (2020) · Psychological Medicine · doi:10.1017/s0033291720002846 · Cited by 15 · see citing works
Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis
Chan, E. S. M., Shero, J. A., Hand, E. D., Cole, A. M., Gaye, F., Spiegel, J. A., & Kofler, M. J. (2022) · Journal of Attention Disorders · doi:10.1177/10870547221130111 · Cited by 19 · see citing works
“…index of study quality based on the recommendations for gold standard diagnosis of ADHD in prior meta-analytic reviews (e.g., Alderson et al., 2007; Kofler et al., 2008, 2016; Lipszyc & Schachar, 2010), with higher values reflecting more rigorous diagnostic procedures: 0 = referral or prior…”
MethodSelf-citationFriedman, L. M., Eckrich, S. J., Rapport, M. D., Bohil, C. J., & Calub, C. A. (2023) · Child Neuropsychology · doi:10.1080/09297049.2023.2213463 · Cited by 16 · see citing works
“…document the mediational influence of executive abilities in inattention (Orban et al., 2018) and impulsivity (Raiker et al., 2012), as well as reading (L. M. Friedman et al., 2017), math (L. M. Friedman et al., 2018), social (Kofler et al., 2011), and family (Kofler et al., 2017) functioning.”
BackgroundGing-Jehli, N. R., Arnold, L. E., Roley‐Roberts, M. E., & DeBeus, R. J. (2021) · Journal of Attention Disorders · doi:10.1177/10870547211020087 · Cited by 13 · see citing works
“These findings provide insights regarding heterogeneity of cognitive characteristics among children with ADHD (Kofler et al., 2017; Nigg et al., 2005).”
BackgroundCole, A. M., Chan, E. S. M., Gaye, F., Harmon, S. L., & Kofler, M. J. (2024) · Neuropsychology · doi:10.1037/neu0000960 · Cited by 18 · see citing works
Self-citationKouvava, S., & Αντωνοπούλου, Κ. (2018) · Early Child Development and Care · doi:10.1080/03004430.2018.1503255 · Cited by 14 · see citing works
“Finally, although the heterogeneity in ADHD has long been established (Kofler et al., 2017; Wåhlstedt, Thorell, & Bohlin, 2009), it was not taken into consideration, and ADHD children were treated as a homogeneous group, becasuse ADHD diagnoses in Greece do not state the type or the severity of the disorder.”
BackgroundWorking memory and math skills in children with and without ADHD.
Gaye, F., Groves, N. B., Chan, E. S. M., Cole, A. M., Jaisle, E. M., Soto, E. F., & Kofler, M. J. (2023) · Neuropsychology · doi:10.1037/neu0000920 · Cited by 15 · see citing works
Self-citationCognitive Control Deficits in Children With Subthreshold Attention-Deficit/Hyperactivity Disorder
Chen, C., Li, Z., Liu, X., Pan, Y., & Wu, T. (2022) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2022.835544 · Cited by 14 · see citing works
“The cut point of each measure was defined as the 10th percentile of the TD group, following previous studies (Jacobson and Truax, 1991; Sarver et al., 2015; Kofler et al., 2016).”
ResultRisk and Protective Factors for Peer Victimization in Adolescents with ADHD
Monopoli, W. J., Margherio, S. M., Evans, S. W., Xiang, J., Brickner, M. A., & Langberg, J. M. (2019) · Journal of School Violence · doi:10.1080/15388220.2019.1660181 · Cited by 13 · see citing works
“, 2015), challenges in executive functioning (Kofler et al., 2017), or some combination thereof.”
BackgroundFriedman, L. M., Rapport, M. D., & Fabrikant-Abzug, G. (2022) · Journal of Psychopathology and Behavioral Assessment · doi:10.1007/s10862-022-09967-7 · Cited by 14 · see citing works
“Some children evince deficits in academic, social, and/or family functioning, whereas others do not (Kofler et al., 2017).”
BackgroundChan, E. S. M., Green, C. D., Dvorsky, M. R., Steinberg, A., Becker, S. P., & Langberg, J. M. (2025) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2024.104903 · Cited by 12 · see citing works
Irwin Harper, L. N., Groves, N. B., Marsh, C. L., Cole, A. M., & Kofler, M. J. (2023) · Child Neuropsychology · doi:10.1080/09297049.2022.2138301 · Cited by 12 · see citing works
Self-citationCampez, M., Raiker, J. S., Sarver, D. E., Friedman, L. M., Orban, S. A., & Rapport, M. D. (2019) · Journal of Psychopathology and Behavioral Assessment · doi:10.1007/s10862-019-09762-x · Cited by 12 · see citing works
“Further, these differences in specific neurocognitive impairments in children with ADHD may aid in our understanding of their contribution to heterogeneity in functional impairments (Kofler et al. 2017) as well as symptom remission (Karalunas et al. 2017).”
BackgroundInfluentialSelf-citationChan, E. S. M., Barroso, C., Groves, N. B., Marsh, C. L., Black, K., Jaisle, E. M., & Kofler, M. J. (2023) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2023.104568 · Cited by 11 · see citing works
Self-citationKnez, R., Stevanović, D., Nasic, S., Đorić, A., & Wentz, E. (2021) · Neuropsychiatric Disease and Treatment · doi:10.2147/ndt.s277490 · Cited by 10 · see citing works
Sørensen, L., Adólfsdóttir, S., Kvadsheim, E., Eichele, H., Plessen, K. J., & Sonuga-Barke, E. J. S. (2024) · Scientific Reports · doi:10.1038/s41598-024-57041-x · Cited by 9 · see citing works
Neprily, K., Climie, E. A., McCrimmon, A. W., & Makarenko, E. M. (2025) · Frontiers in Developmental Psychology · doi:10.3389/fdpys.2024.1390791 · Cited by 11 · see citing works
EEG Global Coherence in Scholar ADHD Children during Visual Object Processing
Hernández-Andrade, L., Hermosillo‐Abundis, C., Betancourt-Navarrete, B. L., Ruge, D., Trenado, C., Lemuz-López, R., González, H. J. P., Cortés, V. A. L., Bonilla-Sánchez, M. D. R., García-Flores, M. A., et al. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19105953 · Cited by 9 · see citing works
Chan, E. S. M., Macias, M., & Kofler, M. J. (2022) · Journal of Psychopathology and Behavioral Assessment · doi:10.1007/s10862-021-09922-y · Cited by 10 · see citing works
Self-citationCavallina, C., Pazzagli, C., Ghiglieri, V., & Mazzeschi, C. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01313 · Cited by 9 · see citing works
Zhang, X., Li, Y., Xiao, Y., Cheng, Y., Pei, Y., & Cao, F. (2023) · Preventive Medicine · doi:10.1016/j.ypmed.2023.107824 · Cited by 8 · see citing works
Training of Awareness in ADHD: Leveraging Metacognition
Lenartowicz, A., DeSchepper, B. G., & Simpson, G. V. (2024) · Journal of Psychiatry and Brain Science · doi:10.20900/jpbs.20240006 · Cited by 8 · see citing works
“…elements of metacognitive training may render it particularly appropriate to addressing a key challenge in ADHD, the recognized heterogeneity in etiology, symptoms, cognitive deficits, and medication responses in this population [2,42-48], by targeting self-regulation on an individual basis [21].”
BackgroundJafari, P., Mehrabani-Zeinabad, K., Javadi, S., Ghanizadeh, A. J., & Bagheri, Z. (2021) · Child Psychiatry & Human Development · doi:10.1007/s10578-021-01179-6 · Cited by 8 · see citing works
Harmon, S. L., Kistner, J. A., & Kofler, M. J. (2020) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-020-00661-4 · Cited by 9 · see citing works
“Orthogonal components were specified to derive independent factors and maximally control for task impurity (e.g., Kofler et al. 2016, 2019).”
MethodSelf-citationWalenista, W., Izydorczyk, B., Lipowska, M., Markevych, I., Baumbach, C., Mysak, Y., Marcin Szwed, A., & Sitnik‐Warchulska, K. (2023) · Journal of Attention Disorders · doi:10.1177/10870547231158749 · Cited by 7 · see citing works
Kanevski, M., Booth, J. N., Stewart, T. M., & Rhodes, S. (2023) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2023.104471 · Cited by 6 · see citing works
Friedman, L. M., Rapport, M. D., Calub, C. A., & Eckrich, S. J. (2018) · The ADHD Report · doi:10.1521/adhd.2018.26.7.1 · Cited by 7 · see citing works
Carvalho, S. (2026) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2026.1778271 · Cited by 7 · see citing works
Effects of comorbidity on executive functions among children with ADHD, finding trends
Medrano, E., Flóres-Lázaro, J. C., Nicolini, H., & García, F. J. (2022) · Applied Neuropsychology Child · doi:10.1080/21622965.2022.2135440 · Cited by 7 · see citing works
“According to some authors (e.g., Kofler et al., 2017), our understanding of executive functioning in ADHD is based, in large part, on data from single tasks that may sub optimally assess their intended construct.”
BackgroundQbTest for Monitoring Medication Treatment Response in ADHD: A Systematic Review
Gustafsson, U., & Hansen, M. (2023) · Clinical Practice and Epidemiology in Mental Health · doi:10.2174/0117450179276630231030093814 · Cited by 6 · see citing works
Marsh, C. L., Harmon, S. L., Cho, S., Chan, E. S. M., Gaye, F., DeGeorge, L., Black, K. E., Irwin, L. N., & Kofler, M. J. (2023) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-023-01152-y · Cited by 6 · see citing works
“Each working memory test consisted of six trials at each set size (3–6 stimuli/trial), administered in randomized/unpredictable order as recommended (e.g., Kofler et al., 2017), yielding 24 trials.”
Self-citationPeisch, V. D., Ferrara, E., Gourdet, G., Zimon, M., Mastrangelo, C., & Arnett, A. B. (2024) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.14083 · Cited by 5 · see citing works
Kim, S.-C., & Lee, H. (2025) · Applied Sciences · doi:10.3390/app15020788 · Cited by 5 · see citing works
Orban, S. A., Blessing, J. S., Sandone, M. K., Conness, B., & Santer, J. (2025) · Journal of Attention Disorders · doi:10.1177/10870547251356723 · Cited by 6 · see citing works
“…for task impu-rity as recommended (Burgoyne & Engle, 2020; Draheim et al., 2021) we utilized a dimension reduction technique employed by others (see Kofler et al., 2017, 2019) that isolates reliable variance associated with each cognitive construct and removes random and task-specific error…”
Hierarchical Hidden Markov Models for Response Time Data
Kunkel, D., Yan, Z., Craigmile, P. F., Peruggia, M., & Zandt, T. V. (2020) · Computational Brain & Behavior · doi:10.1007/s42113-020-00076-w · Cited by 5 · see citing works
Memories and self-efficacy among adults with attention deficit disorder symptoms
Schmidt-Barad, T., Asheri, S., & Margalit, M. (2021) · European Journal of Special Needs Education · doi:10.1080/08856257.2021.2017146 · Cited by 5 · see citing works
“The recent focus of research on the resilience of children and adults with ADHD revealed that many parents and teachers recognised a resiliency in ADHD, documenting its heterogeneity (Chan et al. 2021; Kofler et al. 2017)”
BackgroundStevanović, D., Nasic, S., Đorić, A., Wentz, E., & Knez, R. (2023) · Journal of Attention Disorders · doi:10.1177/10870547231174035 · Cited by 5 · see citing works
“ADHD is highly heterogeneous in presenting its symptoms, associated conditions, treatment response, neurocognitive abilities, and outcomes of adaptive functioning (Kofler et al., 2017; Luo et al., 2019).”
BackgroundHeterogeneity in social participation among young people with vision impairment
Heppe, E. C. M., van Klaveren, C., Cornelisz, I., Schuengel, C., & Kef, S. (2023) · British Journal of Visual Impairment · doi:10.1177/02646196231152340 · Cited by 4 · see citing works
“This heterogeneity within diagnostic populations has been described specifically for neurodevelopmental disorders (e.g., Khundrakpam et al., 2021; Kofler et al., 2017; Tan et al., 2020).”
Tallberg, P., Svanberg, K., Hallin, A., Råstam, M., Gustafsson, P., & Perrin, S. G. (2022) · Scandinavian Journal of Child and Adolescent Psychiatry and Psychology · doi:10.2478/sjcapp-2022-0008 · Cited by 4 · see citing works
“These tests appear to capture the primarily cognitive aspects of EF and to identify those with scholastic difficulties (14-17).”
BackgroundNeurodevelopmental–behavioural paediatrics
McDowell, M., & Lesslie, J. (2019) · Current Opinion in Pediatrics · doi:10.1097/mop.0000000000000819 · Cited by 4 · see citing works
Munch, M., Osnes, B., Peisch, V., Eichele, H., Kvadsheim, E., Wollschlaeger, D., Plessen, K. J., Sørensen, L., & Arnett, A. (2025) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-025-02787-6 · Cited by 3 · see citing works
“Poorer inhibitory con-trol, on the other hand, has not been as consistently associated with social problems [see 12, 14, 16, 18, 20, 21].”
The Influence of Demographic and Child Characteristics on Referral for Neuropsychological Evaluation
Pittenger, A., Erklin, S., & Wodka, E. L. (2018) · Archives of Clinical Neuropsychology · doi:10.1093/arclin/acy107 · Cited by 3 · see citing works
A diffusion decision model analysis of the cognitive effects of neurofeedback for ADHD.
Ging-Jehli, N. R., Painter, Q. A., KRAEMER, H. C., Roley‐Roberts, M. E., Panchyshyn, C., DeBeus, R. J., & Arnold, L. E. (2023) · Neuropsychology · doi:10.1037/neu0000932 · Cited by 3 · see citing works
Molitor, S. J., Eadeh, H., Bourchtein, E., Smith, Z. R., Green, C. D., & Langberg, J. M. (2018) · Journal of Pediatric Neuropsychology · doi:10.1007/s40817-018-0055-6 · Cited by 3 · see citing works
Pachiti, I., Milienos, F. S., Papadopoulos, T. C., & Dimitropoulou, P. (2026) · PLoS ONE · doi:10.1371/journal.pone.0343364 · Cited by 2 · see citing works
“These deficits stem from genetic, neurological, and environmental factors, resulting in various cognitive challenges [7,8].”
Rhodes, S., Booth, J. N., McDougal, E., Oldridge, J., Rivera-Lares, K., Roux, A. R., & Stewart, T. M. (2024) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-024-06392-5 · Cited by 2 · see citing works
“Data-driven analytical strategies have been used in the literature to identify distinct groups of children according to their cognitive profiles (Astle et al., 2019; Bathelt et al., 2018; Kofler et al., 2017; Nuñez et al., 2020; Roberts et al., 2017).”
Cognitive heterogeneity in Attention Deficit Hyperactivity Disorder: Implications for maths
Kanevski, M., Booth, J. N., Stewart, T. M., & Rhodes, S. (2024) · British Journal of Developmental Psychology · doi:10.1111/bjdp.12517 · Cited by 2 · see citing works
de Figueiredo, T. C., Fortes, D., Ayrão, V., Bernardes, C., Oliveira, N., Soares, R., da Costa, R. Q. M., Sudo, F. K., Tripp, G., Serra-Pinheiro, M. A., et al. (2021) · Trends in Psychiatry and Psychotherapy · doi:10.47626/2237-6089-2020-0136 · Cited by 1 · see citing works
Wang, X., Zhao, K., Yao, L., Fonzo, G. A., Satterthwaite, T. D., Rekik, I., & Zhang, Y. (2024) · bioRxiv (Cold Spring Harbor Laboratory) · doi:10.1101/2024.02.29.582790 · Cited by 2 · see citing works
“This symptom-based approach results in significant clinical heterogeneity, which aggregates patients with diverse symptoms, severity and mechanisms within a single medical diagnosis 7,8 .”
BackgroundUnderstanding health behaviors that modify the risk for obesity in ADHD
Roberts, D. K., Sarver, D. E., Cash, A. R., Walker, B. H., & Lim, C. S. (2024) · Journal of Pediatric Psychology · doi:10.1093/jpepsy/jsae018 · Cited by 2 · see citing works
Self-citationMunch, M., Stige, S. H., Adólfsdóttir, S., Sørensen, L., & Osnes, B. (2025) · International Journal of Qualitative Studies on Health and Well-Being · doi:10.1080/17482631.2025.2465215 · Cited by 1 · see citing works
“Further, studies have investigated other potential contributors to the social difficulties in ADHD samples, such as cognitive impairments (see e.g., Kofler et al., 2017), poorer social cognition (see e.g., Parke et al., 2018), and difficulties regulating emotions (see e.g., Anastopoulos et al.,…”
Executive Functions in Adolescents with ADHD
Orban, S. A., & Festini, S. B. (2025) · Springer eBooks · doi:10.1007/978-3-031-96950-8_3 · Cited by 1 · see citing works
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“…in peer relationships, emotion regulation, and academic functioning, including elevated rates of peer rejection, social skills deficits, academic under - achievement, and negative feedback from adults and class - mates (Hoza et al., 2005; Kofler et al., 2017; Sonuga-Barke et al., 2023 ).”
Zhang, D., Hartas, D., Sideropoulos, V., & Palikara, O. (2026) · Neurodiversity · doi:10.1177/27546330261462279 · Cited by 1 · see citing works
“…of the studies that formally assessed medication use, most found that ADHD medication status was associated with better educational outcomes (Ko fl er et al., 2017; Langberg, Molina et al., 2011; Martin, 2014a; Miller & Hinshaw, 2010; Preston et al., 2009; Ruiz-Herrera et al., 2021;…”
Spiegel, J. A., Sanchez, C. R., Bermeo, L. M., & Graziano, P. A. (2022) · Behavior Therapy · doi:10.1016/j.beth.2022.12.006 · Cited by 1 · see citing works
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“ADHD is a greatly heterogeneous disorder with respect to clinical presentation, comorbidity, impairments, possible causal models, outcome and worldwide prevalence [42, 63, 71, 23, 59, 56].”
Lavigne-Cerván, R., Collado-Valero, J. A., Martínez-González, A. E., & Navarro-Soria, I. N.-S. (2026) · Revista de Psicología Clínica Con Niños y Adolescentes · doi:10.21134/rpcna.2026.13.1.2 · Cited by 1 · see citing works
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Who benefits from ADHD in entrepreneurship? Intelligence and gender as critical boundary conditions
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Functional Impairments and Adverse Outcomes Associated with ADHD: A Literature Review
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- Authors
- Kofler, M. J., Sarver, D. E., Spiegel, J. A., Day, T. N., Harmon, S. L., & Wells, E. L.
- Affiliations
- Florida State University (US)
- University of Mississippi Medical Center (US)
- Corresponding author
- Kofler, Michael J.
- ORCID
- Venue
- Child Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2016-07-29
- Volume
- 23
- Issue
- 6
- Pages
- 733-759
- ISSN
- 0929-7049 (ISSN-L)
- 1744-4136
- PMC
- PMC6083022
- OpenAlex
- W2489995785
- Cited by
- 94
- References
- 128
- Citations by year
- 2026: 8 · 2025: 8 · 2024: 10 · 2023: 11 · 2022: 12 · 2021: 14 · 2020: 8 · 2019: 5 · 2018: 13 · 2017: 4 · 2015: 1
- FWCI
- 6.51
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Child Neuropsychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R34 MH102499-01)
- Curry School of Education Foundation
- 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
- attention deficit hyperactivity disorder, ADHD heterogeneity, individual differences, working memory, processing speed, inhibitory control, peer functioning, family functioning, academic functioning, social functioning, neurocognitive predictors, children
- MeSH terms
- Academic Performance, Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Family, Female, Humans, Male, Peer Group, Genetic Heterogeneity
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