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 .
Executive Impairment Determines ADHD Medication Response: Implications for Academic Achievement
Methylpheni date ( MPH ) often ameliorates attention-deficit/hyperactivity disorder ( ADHD ) behavioral dysfunction according to indirect informant reports and rating scales . The st and ard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy . Documenting “ cool ” executive-working memory ( EWM ) and “ hot ” self-regulation ( SR ) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response . In this study , children aged 6 to 16 with ADHD inattentive type ( IT ; n = 19 ) and combined type ( n = 33)/hyperactive-impulsive type ( n = 4 ) ( CT ) participated in double-blind placebo-controlled MPH trials with baseline and r and omized placebo , low MPH dose , and high MPH dose conditions . EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions , with nonparametric r and omization tests conducted to determine individual MPH response . Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction . Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment , yet response was poor for those with adequate EWM/ SR baseline performance . Even for strong MPH responders , the best dose for neuropsychological functioning was typically lower than the best dose for behavior . Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized . Implication s for academic achievement and medication titration practice s for children with behaviorally diagnosed ADHD will be discussed
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 .