Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder characterized by difficulties with attention, behavioral regulation, and impulsivity. Traditional diagnostic methods rely on categorical subtypes, often failing to capture the substantial heterogeneity observed across children with ADHD. As a result, there is growing support for data-driven, person-centered approaches that identify naturally occurring behavioral profiles rather than relying solely on categorical subtypes.
The present study sought to replicate previously identified ADHD-related behavioral profiles using contemporary clinical measures. BASC-3 Parent Rating Scale (PRS) data served as the foundation for replication of behavioral profiles, and then these profiles were examined across teacher ratings, executive-function measures (NEPSY-II), and cognitive indices (WISC-V) to evaluate cross-informant and cross-domain differentiation.
Four behaviorally distinct profiles emerged—Normative/Low Symptom, Internal Inattentive, Mild ADHD/Disruptive, and Severe Mixed Pathology—closely mirroring subgroups identified in prior research. Parent ratings strongly differentiated the profiles, whereas teacher ratings showed more limited differences, primarily in externalizing behaviors. Executive-function and cognitive measures did not significantly distinguish
among profiles, supporting research indicating weak correspondence between performance-based EF tasks and everyday behavioral regulation.
Findings reinforce the multidimensional nature of ADHD and highlight the importance of multi-informant, multi-method assessment in clinical evaluation. Replicating established behavioral profiles using updated instruments contributes to the growing body of work emphasizing ADHD as a spectrum of regulatory patterns rather than a unitary disorder.
","abstract_html":"<p>Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder characterized by difficulties with attention, behavioral regulation, and impulsivity. Traditional diagnostic methods rely on categorical subtypes, often failing to capture the substantial heterogeneity observed across children with ADHD. As a result, there is growing support for data-driven, person-centered approaches that identify naturally occurring behavioral profiles rather than relying solely on categorical subtypes.</p> <p>The present study sought to replicate previously identified ADHD-related behavioral profiles using contemporary clinical measures. BASC-3 Parent Rating Scale (PRS) data served as the foundation for replication of behavioral profiles, and then these profiles were examined across teacher ratings, executive-function measures (NEPSY-II), and cognitive indices (WISC-V) to evaluate cross-informant and cross-domain differentiation.</p> <p>Four behaviorally distinct profiles emerged—Normative/Low Symptom, Internal Inattentive, Mild ADHD/Disruptive, and Severe Mixed Pathology—closely mirroring subgroups identified in prior research. Parent ratings strongly differentiated the profiles, whereas teacher ratings showed more limited differences, primarily in externalizing behaviors. Executive-function and cognitive measures did not significantly distinguish</p> <p>among profiles, supporting research indicating weak correspondence between performance-based EF tasks and everyday behavioral regulation.</p> <p>Findings reinforce the multidimensional nature of ADHD and highlight the importance of multi-informant, multi-method assessment in clinical evaluation. Replicating established behavioral profiles using updated instruments contributes to the growing body of work emphasizing ADHD as a spectrum of regulatory patterns rather than a unitary disorder.</p>","abstract_has_math":false,"creators":["Todd, Tarah K, Mrs."],"institution":null,"degree_name":"Doctor of Philosophy - School Psychology","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Dr. Luis Aguerrevere","Dr. Nina Ellis-Hervy","Dr. Frankie Clark"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T04:30:49Z","subjects":["Attention-Deficit/Hyperactivity Disorder (ADHD)","Behavioral Assessment","Neuropsychological Functioning","Cognitive Profiles","ADHD Subtypes","BASC-3","NEPSY-II","Executive Function","Working Memory","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/620","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Luis Aguerrevere","Dr. Nina Ellis-Hervy","Dr. Frankie Clark"]},{"key":"dc:creator","label":"Author","values":["Todd, Tarah K, Mrs."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-12-11T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy - School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Attention-Deficit/Hyperactivity Disorder (ADHD)","Behavioral Assessment","Neuropsychological Functioning","Cognitive Profiles","ADHD Subtypes","BASC-3","NEPSY-II","Executive Function","Working Memory","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/620"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder characterized by difficulties with attention, behavioral regulation, and impulsivity. Traditional diagnostic methods rely on categorical subtypes, often failing to capture the substantial heterogeneity observed across children with ADHD. As a result, there is growing support for data-driven, person-centered approaches that identify naturally occurring behavioral profiles rather than relying solely on categorical subtypes.
The present study sought to replicate previously identified ADHD-related behavioral profiles using contemporary clinical measures. BASC-3 Parent Rating Scale (PRS) data served as the foundation for replication of behavioral profiles, and then these profiles were examined across teacher ratings, executive-function measures (NEPSY-II), and cognitive indices (WISC-V) to evaluate cross-informant and cross-domain differentiation.
Four behaviorally distinct profiles emerged—Normative/Low Symptom, Internal Inattentive, Mild ADHD/Disruptive, and Severe Mixed Pathology—closely mirroring subgroups identified in prior research. Parent ratings strongly differentiated the profiles, whereas teacher ratings showed more limited differences, primarily in externalizing behaviors. Executive-function and cognitive measures did not significantly distinguish
among profiles, supporting research indicating weak correspondence between performance-based EF tasks and everyday behavioral regulation.
Findings reinforce the multidimensional nature of ADHD and highlight the importance of multi-informant, multi-method assessment in clinical evaluation. Replicating established behavioral profiles using updated instruments contributes to the growing body of work emphasizing ADHD as a spectrum of regulatory patterns rather than a unitary disorder.
"]},{"key":"dc:title","label":"Title","values":["REPLICATING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) BEHAVIORAL PROFILES IN SCHOOL-AGE CHILDREN: A MULTI-INFORMANT INVESTIGATION OF EMOTIONAL, BEHAVIORAL, AND COGNITIVE FUNCTIONING"]}]}],"canonical_facts":{"dc:contributor":["Dr. Luis Aguerrevere","Dr. Nina Ellis-Hervy","Dr. Frankie Clark"],"dc:creator":["Todd, Tarah K, Mrs."],"dc:date.available":["2025-12-11T08:00:00Z"],"dc:description.abstract":["Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder characterized by difficulties with attention, behavioral regulation, and impulsivity. Traditional diagnostic methods rely on categorical subtypes, often failing to capture the substantial heterogeneity observed across children with ADHD. As a result, there is growing support for data-driven, person-centered approaches that identify naturally occurring behavioral profiles rather than relying solely on categorical subtypes.
The present study sought to replicate previously identified ADHD-related behavioral profiles using contemporary clinical measures. BASC-3 Parent Rating Scale (PRS) data served as the foundation for replication of behavioral profiles, and then these profiles were examined across teacher ratings, executive-function measures (NEPSY-II), and cognitive indices (WISC-V) to evaluate cross-informant and cross-domain differentiation.
Four behaviorally distinct profiles emerged—Normative/Low Symptom, Internal Inattentive, Mild ADHD/Disruptive, and Severe Mixed Pathology—closely mirroring subgroups identified in prior research. Parent ratings strongly differentiated the profiles, whereas teacher ratings showed more limited differences, primarily in externalizing behaviors. Executive-function and cognitive measures did not significantly distinguish
among profiles, supporting research indicating weak correspondence between performance-based EF tasks and everyday behavioral regulation.
Findings reinforce the multidimensional nature of ADHD and highlight the importance of multi-informant, multi-method assessment in clinical evaluation. Replicating established behavioral profiles using updated instruments contributes to the growing body of work emphasizing ADHD as a spectrum of regulatory patterns rather than a unitary disorder.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/620"],"dc:subject":["Attention-Deficit/Hyperactivity Disorder (ADHD)","Behavioral Assessment","Neuropsychological Functioning","Cognitive Profiles","ADHD Subtypes","BASC-3","NEPSY-II","Executive Function","Working Memory","Psychology"],"dc:title":["REPLICATING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) BEHAVIORAL PROFILES IN SCHOOL-AGE CHILDREN: A MULTI-INFORMANT INVESTIGATION OF EMOTIONAL, BEHAVIORAL, AND COGNITIVE FUNCTIONING"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy - School Psychology"]},"updated_at":"2026-07-24T04:30:49Z"}