An evidenced-based perspective on the validity of attention-deficit/hyperactivity disorder in the context of high intelligence.

The validity of Attention-Deficit/Hyperactivity Disorder (ADHD) in individuals with high intelligence is disputed, since high intelligence may 'mimic' the symptoms of ADHD in the absence of the specific pathophysiological pathways for ADHD. Conversely, increased risk of a missed ADHD diagnosis may occur due to compensatory strategies in the highly intelligent individual. A systematic literature review was performed including cognitive and behavioral studies, addressing a specific set of criteria for validating ADHD in the context of high intelligence. Albeit limited in number, available results suggest that ADHD is a valid construct in the context of high intelligence, showing characteristic clinical features (except possibly for hyperactivity being a less specific pathology marker), course and outcome and a characteristic response to treatment. Importantly, ADHD and IQ are negatively correlated on nearly all phenotypic and cognitive constructs, underlining the need for taking IQ into account as potential moderator in ADHD studies and more systematically studying ADHD in the high intelligent population.

[Psychosocial adjustment in children with a cleft lip and/or palate]. / Sociaal-emotionele gezondheid bij kinderen met schisis.

OBJECTIVE: To gain insight into the psychosocial health of children aged 9 to 12 years with a cleft lip and/or palate; to determine the relation between their health and the nature and severity of the cleft as well as other individual characteristics. DESIGN: Descriptive, cross-sectional study. METHOD: Questionnaires completed by parents, teachers and children were used to obtain information about the psychosocial health, nature and severity of the cleft lip and/or palate, and individual characteristics of 80 children. The interrelationship between these parameters was assessed using chi-square tests, single-factor analysis of variance and correlational analysis. RESULTS: In general, the psychosocial health of children with a cleft lip and/or palate did not differ from that of the norm groups. Parents of children with a cleft lip/and or palate reported more withdrawn or depressive behaviour in their child than parents from the norm groups. Children with a cleft lip and/or palate exhibited less rule-breaking behaviour. Teachers reported relatively more social problems. One-third of the children had learning problems. A better psychosocial health was associated with fewer speech problems but not with a more or less abnormal physical appearance. Self-image showed a negative correlation with psychosocial health problems, while learning problems showed a positive correlation. CONCLUSION: In general, the psychosocial health of children with a cleft lip and/or palate does not differ from children without this condition. However, children with a cleft lip and/or palate do exhibit more learning problems.