Incremental clinical utility of continuous performance tests in childhood ADHD – an evidence-based assessment approach

Research output: Contribution to journalArticle


Despite extensive research on attention deficit hyperactivity disorder (ADHD), there are still uncertainties regarding the clinical utility of different ADHD assessment methods. This study aimed to examine the incremental clinical utility of Conners’ continuous performance test (CPT) II and QbTest in diagnostic assessments and treatment monitoring of attention deficit hyperactivity disorder (ADHD). Retrospective data from child and adolescent psychiatric records of two populations were studied. The diagnostic clinical utility of Conners’ CPT II and QbTest was analysed using receiver operator characteristics (ROC) and post-test probability in 80 children with and 38 without ADHD. Dose titrations of central stimulants in 56 children with ADHD were evaluated using QbTest and the Swanson, Nolan, Pelham, version IV (SNAP-IV) scale. Conners’ CPT II, but not QbTest, had incremental clinical utility in diagnostic assessment of children with ADHD when teacher and parent ratings were inconclusive. QbTest proved useful in titration of central stimulant treatment when parent ratings were inconclusive. Continuous performance tests were found to be clinically useful when rating scales were inconclusive.


External organisations
  • Skåne University Hospital
  • City of Malmö
Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Psychiatry


  • ADHD, assessment, central stimulants, child psychiatry, CPT, evidence-based
Original languageEnglish
Pages (from-to)26-35
JournalScandinavian Journal of Psychology
Issue number1
Early online date2018 Nov 19
Publication statusPublished - 2019
Publication categoryResearch

Related activities

Gustafsson, P. (First/primary/lead supervisor), Råstam Bergström, M. (Second supervisor), Anne-Li Hallin (Third supervisor), Perrin, S. (Supervisory team member)
2019 → …

Activity: Examination and supervisionSupervision of PhD students

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