Review of the evidence suggests that  task performance  may be useful in identifying individuals with ADHD at risk for academic impairment .
However , the evidence is less compelling for identifying youth at risk for impaired social functioning or poor health outcomes .
The review also found that task performance is likely useful for predicting response to treatment with methylpheni date .
Across studies , evidence indicated that interpreting task performance in an integrated manner , such as a factor score or mean score , was more consistently useful for predicting outcomes of interest than interpreting performance from a single task .
The role that neuropsychological task performance plays in the assessment of Attention-Deficit/Hyperactivity Disorder ( ADHD ) is currently ambiguous , and findings are mixed regarding whether tasks have validity for diagnosing the disorder .
Irrespective of their validity for diagnosing ADHD , neuropsychological tasks could provide valuable information to mental health professionals if they can inform recommendations for treatment targets and modalities .
Therefore , this review sought to synthesize the available evidence related to the use of neuropsychological task performance as a tool for informing treatment planning for youth with ADHD .
Review ed studies focused on examinations of associations between task performance and academic , social , and health outcomes , as well as response to treatment .
Does Childhood Executive Function Predict Adolescent Functional Outcomes in Girls with ADHD?
We prospect ively followed an ethnically and socioeconomically diverse sample of preadolescent girls with ADHD ( n = 140 ) and matched comparison girls ( n = 88 ) over a period of 5 years , from middle childhood through early/mid-adolescence . Our aim was to examine the ability of measures of  childhood executive function ( EF )  to predict functional outcomes in adolescence . Measures of neuropsychological functioning comprised the childhood predictors , with academic , social , and global functioning serving as adolescent criterion measures . Results indicated that childhood EF predicted ( a ) academic achievement and social functioning across our entire sample ( independent of diagnostic group status ) and ( b ) global functioning only in girls with ADHD ( independent of IQ ) . These results highlight the non-specificity of EF deficits and suggest the importance of assessing and developing interventions that target EF impairments , particularly in those at high-risk for negative outcomes , in order to prevent long-term difficulties across a range of important functional domains
Review of the evidence suggests that  task performance  may be useful in identifying individuals with ADHD at risk for academic impairment .
However , the evidence is less compelling for identifying youth at risk for impaired social functioning or poor health outcomes .
The review also found that task performance is likely useful for predicting response to treatment with methylpheni date .
Across studies , evidence indicated that interpreting task performance in an integrated manner , such as a factor score or mean score , was more consistently useful for predicting outcomes of interest than interpreting performance from a single task .
The role that neuropsychological task performance plays in the assessment of Attention-Deficit/Hyperactivity Disorder ( ADHD ) is currently ambiguous , and findings are mixed regarding whether tasks have validity for diagnosing the disorder .
Irrespective of their validity for diagnosing ADHD , neuropsychological tasks could provide valuable information to mental health professionals if they can inform recommendations for treatment targets and modalities .
Therefore , this review sought to synthesize the available evidence related to the use of neuropsychological task performance as a tool for informing treatment planning for youth with ADHD .
Review ed studies focused on examinations of associations between task performance and academic , social , and health outcomes , as well as response to treatment .