Young adult outcomes for children With 22q11 deletion syndrome and comorbid ADHD

Lea E. Taylor, Wendy R. Kates, Wanda Fremont, Kevin M. Antshel

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


Background 22q11.2 deletion syndrome (22q11DS) is a common microdeletion syndrome associated with a variety of negative health, cognitive, emotional, and behavioral outcomes. 22q11DS is comorbid with many psychiatric disorders including attention-deficit/hyperactivity disorder (ADHD). The current study aimed to investigate the cognitive, behavioral, and functional outcomes that a childhood ADHD diagnosis predicts to in adulthood. Methods This longitudinal study followed 52 individuals with 22q11DS over 9 years. Childhood ADHD was operationalized both categorically (Diagnostic and statistical manual - 4th edition (DSM-IV) ADHD diagnoses) and dimensionally (inattentive and hyperactive-impulsive symptoms) and was tested as predictors of young adult outcomes. Results As young adults, children with 22q11DS þ baseline ADHD had more parent-reported executive dysfunction and lower levels of clinician-rated overall functioning than those with 22q11DS yet without ADHD. Dimensional symptoms of ADHD in childhood did not predict young adult outcomes. No self-report differences emerged between those with and without baseline ADHD. The majority (82.4%) of individuals with 22q11DS þ baseline ADHD were never treated with an ADHD medication. Conclusions A categorical diagnosis of ADHD in childhood predicted a greater variety of worse outcomes than dimensional levels of ADHD symptoms. Despite the significant impact of comorbid ADHD in 22q11DS, evidence-based treatment rates were low.

Original languageEnglish (US)
Pages (from-to)636-644
Number of pages9
JournalJournal of Pediatric Psychology
Issue number6
StatePublished - Jul 1 2018


  • 22q11.2 deletion syndrome
  • ADHD
  • Developmental delay
  • Longitudinal

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology


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