%0 Journal Article %T Neuropsychological Profiles and Behavioral Ratings in ADHD Overlap Only in the Dimension of Syndrome Severity %A ¨¢d¨¢m Tak¨¢cs %A Andrea K¨®bor %A Zsanett T¨¢rnok %A Andr¨¢s Vargha %J Advances in Psychiatry %D 2014 %R 10.1155/2014/502685 %X Objectives. The aim of this study was to compare the cognitive neuropsychological and the behavioral rating profiles of attention deficit/hyperactivity disorder (ADHD). Methods. Forty-two children diagnosed with ADHD (£¿£¿years, ) and 43 typically developing children ( years, ) participated. We measured symptom severity with behavioral rating scales, and we administered neuropsychological tasks to measure inhibitory performance, updating/working memory, and shifting ability. Results. On the basis of the three neuropsychological variables, the hierarchical cluster analytic method yielded a six-cluster structure. The clusters, according to the severity of the impairment, were labeled as follows: none or few symptoms, Moderate inhibition and mild shifting, moderate to severe shifting with moderate updating, moderate updating, severe updating with mild shifting, and severe updating with severe shifting. There were no systematic differences in inattention and hyperactive-impulsive behavior across the clusters. The comorbid learning disorder appeared more likely only in severe neuropsychological forms of ADHD. Conclusion. In sum, our results suggest that behavioral ratings and neuropsychological profiles converge only in the dimension of symptom severity and that atypicalities in executive functions may manifest in nonspecific everyday problems. 1. Introduction Attention deficit/hyperactivity disorder (ADHD) is one of the most frequent psychiatric disorders affecting approximately 5% of children [1, 2]. Despite its wide effects on social and academic achievements, the diagnosis has remained controversial [3]. The diagnosis of ADHD (DSM-5; [4]) is mostly based on clinical observations, parental (and rarely teacher) interviews, or rating scales, but the neuropsychological information is often missing from the protocol [5]. However, given the temporal and methodological instability (i.e., combining information from different sources) of the diagnosis [3], assessment cannot focus only on the behavioral ratings. Moreover, in order to develop a sufficient treatment plan, it is necessary to evaluate various impairments¡ªincluding cognitive deficits in attention, executive functions (EF), and memory¡ªaffecting day-to-day functioning, and to determine the presence of any deficiency in adaptive skills and key competences. To point at this shortcoming of the diagnostic protocol, the aim of this study was to compare the cognitive neuropsychological and the behavioral rating profiles of ADHD. With respect to the neuropsychological impairments, children with ADHD show %U http://www.hindawi.com/journals/apsy/2014/502685/