@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}},
}