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 .
Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with ADHD as Implemented by School Mental Health Providers.
The purpose of the study was to evaluate the  Homework , Organization , and Planning Skills ( HOPS ) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder ( ADHD ) as implemented by school mental health ( SMH ) providers using a r and omized trial design . Seventeen SMH providers from five school districts implemented the HOPS intervention . Forty-seven middle school students with ADHD ( grade s 6 - 8 ) were r and omly assigned to receive the HOPS intervention or to a waitlist comparison group .  Parent and teacher ratings of organizational skills and homework problems were collected pre- and post-intervention and at a 3-monoth follow-up , and school grade s were also collected . Intervention participants demonstrated significant improvements relative to the waitlist comparison across parent-rated organized action ( d = .88 ) , material s management ( d = .63 ) , planning ( d = 1.05 ) , and homework completion behaviors ( d = .85 ) . Intervention participants did not make significant improvements relative to the comparison group according to teacher ratings .  SMH providers were able to implement the HOPS intervention with fidelity despite the fact that no formal ongoing consultation was provided
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 .