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This longitudinal study assessed the intellectual, academic and executive functioning skills of children diagnosed with ADHD at diagnosis and four years later. Intellectual function was stable over the four-year interval. Reliable change analyses highlighted variability in academic performance, with half the children showing performance declines in at least one academic subject. Executive functions followed a generally stable or improving course. There was some evidence of better neurocognitive performance in those with partial symptom remission at follow up, however early cognitive functioning did not predict symptom outcome over time. Findings emphasize the importance of monitoring academic performance in children with ADHD.
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