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Begåvning hos barn med ADHD: En longitudinell studie av gruppskillnader och stabilitet i teoretisk begåvning, kognitiva stödfunktioner och samband med föräldraskattade inlärningssvårigheter

Nanfeldt, Tua LU and Linde, Emilia LU (2026) PSPR14 20261
Department of Psychology
Abstract
Assessment methods measuring cognitive ability used to be mandatory in
ADHD assessments in Sweden, but is now conducted when indicated, such as
in cases of learning difficulties. Previous research has mainly studied Full ScaleIQ, which can be misleading in ADHD populations. The aim of this thesis was to investigate group differences and stability of cognitive ability, using two secondary indexes from the WISC-IV and WAIS-IV: General Ability Index(GAI) and Cognitive Proficiency Index (CPI), in children with ADHD (n=137) and controls (n=59). Exploratory analysis examined differences across levels of cognitive ability. Associations between GAI and parent-reported learning and language deficits, with the Five-to-Fifteen (FTF) questionnaire,... (More)
Assessment methods measuring cognitive ability used to be mandatory in
ADHD assessments in Sweden, but is now conducted when indicated, such as
in cases of learning difficulties. Previous research has mainly studied Full ScaleIQ, which can be misleading in ADHD populations. The aim of this thesis was to investigate group differences and stability of cognitive ability, using two secondary indexes from the WISC-IV and WAIS-IV: General Ability Index(GAI) and Cognitive Proficiency Index (CPI), in children with ADHD (n=137) and controls (n=59). Exploratory analysis examined differences across levels of cognitive ability. Associations between GAI and parent-reported learning and language deficits, with the Five-to-Fifteen (FTF) questionnaire, were investigated. Data were collected at baseline and at follow-up 3 years later. Group differences and mean-level stability were analyzed using mixed
ANOVA, intra-individual stability with Pearson’s correlations, and associations between FTF and GAI with Spearman’s correlation and multiple regression analysis. A significant group effect was found for GAI and CPI, although larger for CPI. A significant interaction effect showed that GAI decreased in the ADHD group and increased in the control group over time. Intra-individual stability was moderate to high. Parent-rated learning and language difficulties were both significantly correlated with GAI, with weaker correlations for language difficulties. In the regression analysis including both domains, only the learning domain remained significant, and among its subdomains only mathematics showed a significant unique contribution. The results partly align with previous studies and highlight the benefits of cognitive tests, especially with a differentiation between GAI and CPI. (Less)
Abstract (Swedish)
Test som mäter begåvning har tidigare varit en grundläggande del av ADHDutredningar i Sverige, men genomförs idag efter indikation, exempelvis på
inlärningssvårigheter. Majoriteten av tidigare forskning har undersökt
helskalemått av IQ, vilket kan vara missvisande i en ADHD-population. Syftet
med uppsatsen var att undersöka gruppskillnader och stabilitet i begåvning mätt med sekundära index från WISC-IV och WAIS-IV: General Ability Index (GAI)och Cognitive Proficiency Index (CPI), hos barn med ADHD (n = 137) och
kontroller (n = 59). Explorativt undersöktes skillnader över olika
begåvningsnivåer. Dessutom undersöktes samband mellan GAI och
föräldraskattade inlärnings- och språksvårigheter, enligt Nordiskt formulär (5-15R). Data... (More)
Test som mäter begåvning har tidigare varit en grundläggande del av ADHDutredningar i Sverige, men genomförs idag efter indikation, exempelvis på
inlärningssvårigheter. Majoriteten av tidigare forskning har undersökt
helskalemått av IQ, vilket kan vara missvisande i en ADHD-population. Syftet
med uppsatsen var att undersöka gruppskillnader och stabilitet i begåvning mätt med sekundära index från WISC-IV och WAIS-IV: General Ability Index (GAI)och Cognitive Proficiency Index (CPI), hos barn med ADHD (n = 137) och
kontroller (n = 59). Explorativt undersöktes skillnader över olika
begåvningsnivåer. Dessutom undersöktes samband mellan GAI och
föräldraskattade inlärnings- och språksvårigheter, enligt Nordiskt formulär (5-15R). Data samlades in vid en baslinjemätning samt vid uppföljning ungefär tre år senare. Gruppskillnader och genomsnittlig stabilitet undersöktes med en mixed ANOVA, intra-individuell stabilitet med Pearson’s korrelation, samt
samband mellan 5-15R och GAI med Spearman’s korrelation, följt av
regressionsanalyser. Resultatet visade en signifikant gruppeffekt för GAI och
CPI, med en större skillnad för CPI. En signifikant interaktionseffekt visade att GAI minskade i ADHD-gruppen och ökade i kontrollgruppen över tid. Intraindividuell stabilitet var måttlig till hög. Både föräldraskattade inlärnings- och språkdomäner korrelerade signifikant med GAI, även om sambandet var svagare för språkdomänen. I regressionsanalysen där båda domänerna inkluderades var endast inlärningsdomänen signifikant. Av inlärningsdomänens delskalor visade endast matematik ett signifikant unikt bidrag. Resultatet går delvis i linje med tidigare forskning och belyser fördelarna av kognitiv testning, särskilt med åtskillnad mellan GAI och CPI. (Less)
Please use this url to cite or link to this publication:
author
Nanfeldt, Tua LU and Linde, Emilia LU
supervisor
organization
course
PSPR14 20261
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
ADHD, cognitive ability, WISC-IV, GAI, CPI, teoretisk begåvning
language
Swedish
id
9230091
date added to LUP
2026-06-04 13:22:55
date last changed
2026-06-04 13:22:55
@misc{9230091,
  abstract     = {{Assessment methods measuring cognitive ability used to be mandatory in
ADHD assessments in Sweden, but is now conducted when indicated, such as
in cases of learning difficulties. Previous research has mainly studied Full ScaleIQ, which can be misleading in ADHD populations. The aim of this thesis was to investigate group differences and stability of cognitive ability, using two secondary indexes from the WISC-IV and WAIS-IV: General Ability Index(GAI) and Cognitive Proficiency Index (CPI), in children with ADHD (n=137) and controls (n=59). Exploratory analysis examined differences across levels of cognitive ability. Associations between GAI and parent-reported learning and language deficits, with the Five-to-Fifteen (FTF) questionnaire, were investigated. Data were collected at baseline and at follow-up 3 years later. Group differences and mean-level stability were analyzed using mixed
ANOVA, intra-individual stability with Pearson’s correlations, and associations between FTF and GAI with Spearman’s correlation and multiple regression analysis. A significant group effect was found for GAI and CPI, although larger for CPI. A significant interaction effect showed that GAI decreased in the ADHD group and increased in the control group over time. Intra-individual stability was moderate to high. Parent-rated learning and language difficulties were both significantly correlated with GAI, with weaker correlations for language difficulties. In the regression analysis including both domains, only the learning domain remained significant, and among its subdomains only mathematics showed a significant unique contribution. The results partly align with previous studies and highlight the benefits of cognitive tests, especially with a differentiation between GAI and CPI.}},
  author       = {{Nanfeldt, Tua and Linde, Emilia}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Begåvning hos barn med ADHD: En longitudinell studie av gruppskillnader och stabilitet i teoretisk begåvning, kognitiva stödfunktioner och samband med föräldraskattade inlärningssvårigheter}},
  year         = {{2026}},
}