Measures | Source | Timepoint | |||||
---|---|---|---|---|---|---|---|
 |  | CAP | NICAP | ||||
 |  | 1 | 2 | 1 | 2 | 3 | |
Diagnostic Interview | Â | Â | Â | Â | Â | Â | |
 ADHD & comorbidities | DISC-IV; structured clinical interview [32] | P | • |  | • |  | • |
Magnetic Resonance Imaging | Â | Â | Â | Â | Â | Â | |
 | Structural T1 | C |  |  | • | • | • |
 | Structural T2 | C |  |  | • | • | • |
 | Multishell DWI | C |  |  | • | • | • |
 | Resting state fMRI | C |  |  | • | • | • |
 | Quantitative susceptibility mapping | C |  |  | • | • | • |
Cognitive Assessment | Â | Â | Â | Â | Â | Â | |
 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 | Â | Â | Â | Â | Â | Â | |
Puberty development | Pubertal development scale; Tanner stage charts | P |  |  | • | • | • |
Child functioning | Â | Â | Â | Â | Â | Â | |
 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 | Â | Â | Â | Â | Â | Â | |
 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 | Â | Â | Â | Â | Â | Â | |
 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 | Â | Â | Â | Â | Â | Â | Â |
 | Height, weight | C | • |  | • | • | • |
 | Saliva | C |  |  | • | • | • |