|
Diagnostic Interview
| | | | | | |
|
ADHD & comorbidities
|
DISC-IV; structured clinical interview [32]
|
P
|
•
| |
•
| |
•
|
|
Magnetic Resonance Imaging
| | | | | | |
| |
Structural T1
|
C
| | |
•
|
•
|
•
|
| |
Structural T2
|
C
| | |
•
|
•
|
•
|
| |
Multishell DWI
|
C
| | |
•
|
•
|
•
|
| |
Resting state fMRI
|
C
| | |
•
|
•
|
•
|
| |
Quantitative susceptibility mapping
|
C
| | |
•
|
•
|
•
|
|
Cognitive Assessment
| | | | | | |
|
Intellectual functioning
|
WASI: vocabulary, matrix reasoning [52]
|
C
|
•
| |
•
|
•
|
•
|
|
Language
|
CELF 4th edition: screening test [53]
|
C
|
•
| |
•
|
•
|
•
|
|
Academic achievement
|
WRAT 4: word reading, numeracy [54]
|
C
|
•
| |
•
|
•
|
•
|
|
Working memory
|
Computerised spatial n-back
|
C
| | |
•
|
•
|
•
|
|
Inhibition
|
Computerised Stop-signal task
|
C
| | |
•
|
•
|
•
|
|
Sustained attention
|
Computerised SART
|
C
| | |
•
|
•
|
•
|
|
Spatial attention
|
Landmark task
|
C
| | |
•
|
•
|
•
|
|
Cognitive flexibility
|
Computerised set-shifting task
|
C
| | |
•
|
•
|
•
|
|
Visual-motor
|
Grooved pegboard test
|
C
| | |
•
|
•
|
•
|
|
Questionnaires
| | | | | | |
|
Puberty development
|
Pubertal development scale; Tanner stage charts
|
P
| | |
•
|
•
|
•
|
|
Child functioning
| | | | | | |
|
ADHD symptoms
|
Conner’ 3 parent & teacher ADHD index [30]
|
P, T
|
•
|
•
|
•
|
•
|
•
|
|
Autism Spectrum Disorder
|
SCQ - Lifetime version [55]; SSIS: Autism spectrum scale [56]
|
P
|
•
|
•
|
•
|
•
|
•
|
|
Mental health & social functioning
|
SDQ: Total problems score, emotional, conduct, peer and inattention-hyperactivity scale [57]
|
P, T
|
•
|
•
|
•
|
•
|
•
|
|
Social Skills
|
SSIS: Responsibility, self-control, bullying, communication and engagement scales [56]
|
P, T
|
•
|
•
|
•
|
•
|
•
|
|
Prosocial behaviours
|
SDQ: Prosocial behaviour [57]
|
P, T
|
•
|
•
|
•
|
•
|
•
|
|
Victimisation
|
SEQ: Physical victimisation, relational victimisation [58]
|
P
| |
•
|
•
|
•
|
•
|
|
Quality of Life
|
Pediatric quality of life inventory (Peds QL v4) [59]
|
P
|
•
|
•
|
•
|
•
|
•
|
|
Health
|
Medication history, child global health, sustained injuries, allied health services use
|
P
|
•
|
•
|
•
|
•
|
•
|
|
Home environment
| | | | | | |
|
Parental mental health
|
Kessler 6 (K6): psychosocial symptom screener [60]
|
P
|
•
|
•
|
•
|
•
|
•
|
|
Family quality of life
|
CHQ: Emotional impact, time impact, family activities [61]
|
P
|
•
|
•
|
•
|
•
|
•
|
|
Family adversity
|
Stressful life events scale [62]
|
P
|
•
|
•
|
•
|
•
|
•
|
|
Parenting
|
LSAC parenting scales: parental warmth, hostility, consistency, parental self-efficacy [63]
|
P
|
•
|
•
|
•
|
•
|
•
|
|
Couple relationship
|
LSAC family functioning scales: parental conflict, support, and relationship satisfaction [63]
|
P
|
•
|
•
|
•
|
•
|
•
|
|
Pre/postnatal factors
|
LSAC prenatal & postnatal questions
|
P
|
•
| | | | |
|
School environment
| | | | | | |
|
Classroom performance
|
SSIS: Academic competence [56]
|
T
|
•
|
•
|
•
| |
•
|
|
Teacher-child relationship
|
STRS (short form): conflict and closeness [64]
|
T
|
•
|
•
|
•
| |
•
|
|
Teacher characteristics
|
Including teacher age, gender, teaching experience, education, self-efficacy, from LSAC; level of support.
|
T
|
•
|
•
|
•
| |
•
|
|
Education services
|
Specialised school services, individual education plans, in-class assistance and grade repetition.
|
T
|
•
|
•
|
•
| |
•
|
|
Physical Measures
| | | | | | | |
| |
Height, weight
|
C
|
•
| |
•
|
•
|
•
|
| |
Saliva
|
C
| | |
•
|
•
|
•
|
