Neuropsychology. 2025 Feb;39(2):187-199. doi: 10.1037/neu0000991.
ABSTRACT
OBJECTIVE: Neurocognitive performance in attention-deficit/hyperactivity disorder (ADHD) is heterogeneous; some individuals with ADHD demonstrate neurocognitive deficits while others display none. Attempts to establish a singular neurocognitive profile of ADHD have been unsuccessful. Latent class clustering techniques offer a more granular method of examining interindividual and intraindividual heterogeneity in ADHD. There may be distinct neurocognitive phenotypes among the population of adults with ADHD.
METHOD: This study utilized latent profile analysis on performance validity-controlled neuropsychological assessment data from a sample of 386 adults with a confirmed diagnosis of ADHD.
RESULTS: Three classes were observed. One class with specific deficits in learning and memory (“Low Learning/Memory”), one had intact performance across domains (“High Average”), and one had deficits in simple and sustained attention and response variability (“Inattentive”). Cross-class comparisons revealed adequate multivariate and univariate differences to support taxometric separation across phenotypes. Classes displayed medium-sized differences in estimated intelligence, small differences in ADHD-related inattention and impulsivity, and small differences in symptoms of anxiety and depression. There were no class differences in composition of sex, race/ethnicity, ADHD diagnostic presentation (i.e., inattentive, hyperactive-impulsive, combined), co-occurring diagnoses of mood or learning disorders, history of ADHD diagnosis/treatment, or student status.
CONCLUSIONS: The present study represents a critical early step in establishing distinct neurocognitive phenotypes among adults with ADHD based on their individual strengths and weaknesses. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
PMID:39946638 | DOI:10.1037/neu0000991
