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Neurocognitive Correlates of Attention-Deficit Hyperactivity Disorder Symptoms in Children Born at Extremely Low Gestational Age

Scott, Megan N. PhD*; Hunter, Scott J. PhD*; Joseph, Robert M. PhD; O'Shea, Thomas Michael MD, MPH; Hooper, Stephen R. PhD§; Allred, Elizabeth N. MS; Leviton, Alan MD; Kuban, Karl MD, SM Epi**

Journal of Developmental & Behavioral Pediatrics: May 2017 - Volume 38 - Issue 4 - p 249–259
doi: 10.1097/DBP.0000000000000436
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Objective: Compared with children born near term, those born extremely preterm (EP) are at much higher risk for attention-deficit hyperactivity disorder (ADHD). Little information is available about differences in neuropsychological outcomes among EP children with and without ADHD. Our analyses aimed to evaluate the neuropsychological correlates of ADHD symptoms in extremely low gestational age newborns (ELGANs).

Methods: We obtained Child Symptom Inventory-4 reports from parents (n = 871) and teachers (n = 634) of 10-year-old children born before the 28th week of gestation. Participants completed standardized assessments of neurocognitive and academic functioning.

Results: In the total sample, children who screened positive for ADHD symptoms were at increased risk for neurocognitive limitations. These associations were weaker when the sample was limited to those with intelligence quotient (IQ) ≥70 or ≥85. Even those with IQ ≥85 who screened positive for ADHD symptoms were more likely than their peers to have deficits on the DAS-II Working Memory Cluster and the NEPSY-II Auditory Response subtest. The risks for impaired academic performance (Z ≤ −1) on components of the WIAT-III were 2-to-3 times higher in this group than among ELGANs not classified as having ADHD symptoms.

Conclusion: Among children born EP, those with ADHD symptoms are more likely to have global neurocognitive impairment. When IQ is within normal limits, ADHD symptoms are associated with deficits in executive functioning skills. These findings highlight a group at risk for executive functioning deficits and related academic difficulties, even in the absence of intellectual disability.

This article has supplementary material on the web site: www.jdbp.org.

*Department of Psychiatry and Behavioral Neuroscience, The University of Chicago Medicine, Chicago, IL;

Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, MA;

Division of Neonatology, Department of Pediatrics, University of North Carolina School of Medicine, Chapel Hill, NC;

§Department of Allied Health Sciences, University of North Carolina School of Medicine, Chapel Hill, NC;

Departments of Neurology and

Neurology Research, Boston Children's Hospital and Harvard Medical School, Boston MA;

**Division of Pediatric Neurology, Boston Medical Center, Boston University School of Medicine, Boston, MA.

Address for reprints: Megan N. Scott, PhD, University of Chicago, MC3077, 5841 S. Maryland Avenue, Chicago, IL 60637; e-mail: mnscott@uchicago.edu.

Supported by The National Institute of Neurological Disorders and Stroke (5U01NS040069-05 and 2R01NS040069-06A2) and the National Institute of Child Health and Human Development (5P30HD018655-34).

Disclosure: S. J. Hunter, PhD, receives royalties from Cambridge University Press and is funded through grants (PAR-12-068 Fogarty HIV Research Training Program for Low and Middle Income Country Institutions [D43]; NIH-NIDDK R03 DK103096-01; NIH-NICHD R01 HD074757). The remaining authors declared no conflict of interest.

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site (www.jdbp.org).

See the video abstract from the authors at JDBP.org.

Received September , 2016

Accepted February , 2017

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