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Deconstructing Cognitive Heterogeneity in Puerto Rican Spanish-Speaking Children With ADHD

Published online by Cambridge University Press:  26 February 2020

Alicia Nuñez Open the ORCID record for Alicia Nuñez [Opens in a new window] ,
Liza San Miguel ,
Jennifer Keene ,
Bradley Donohue  and
Daniel N. Allen
Alicia Nuñez
Affiliation:
Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, USA
Liza San Miguel
Affiliation:
Advanced Neuroscience Center, HIMA-San Pablo Hospital, Caguas, Puerto Rico University of Puerto Rico, Medical Sciences Campus, San Juan, Puerto Rico
Jennifer Keene
Affiliation:
Department of Sociology, College of Liberal Arts, University of Nevada, Las Vegas, Las Vegas, NV, USA
Bradley Donohue
Affiliation:
Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, USA
Daniel N. Allen*
Affiliation:
Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, USA
*
*Correspondence and reprint requests to: Daniel N. Allen, Department of Psychology, University of Nevada, Las Vegas, 4505 Maryland Parkway, Las Vegas, NV89154-5030, USA. E-mail: [email protected]
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Abstract

Objective:

There is limited understanding of the cognitive profiles of Spanish-speaking children with Attention-Deficit/Hyperactivity Disorder (ADHD). The current study investigated the cognitive cluster profiles of Puerto Rican Spanish-speaking children with ADHD using the Wechsler Intelligence Scales for Children-Fourth Edition Spanish (WISC-IV Spanish) Index scores and examined the association between cognitive cluster profiles with other potentially relevant factors.

Method:

Hierarchical cluster analysis was used to identify WISC-IV clusters in a sample of 165 Puerto Rican children who had a primary diagnosis of ADHD. To examine the validity of the ADHD clusters, analysis of variances and chi-square analyses were conducted to compare the clusters across sociodemographics (e.g., age and education), type of ADHD diagnosis (ADHD subtype, Learning Disorder comorbidity), and academic achievement.

Results:

Clusters were differentiated by level and pattern of performance. A five-cluster solution was identified as optimal that included (C1) multiple cognitive deficits, (C2) processing speed deficits, (C3) generally average performance, (C4) perceptual reasoning strengths, and (C5) working memory deficits. Among the five clusters, the profile with multiple cognitive deficits was characterized by poorer performance on the four WISC-IV Spanish Indexes and was associated with adverse sociodemographic characteristics.

Conclusions:

Results illustrate that there is substantial heterogeneity in cognitive abilities of Puerto Rican Spanish-speaking children with ADHD, and this heterogeneity is associated with a number of relevant outcomes.

Keywords

Attention-deficit disorder with hyperactivityHispanic AmericansCognitionDemographyWechsler scalesCluster analysis
Type
Regular Research
Information
Journal of the International Neuropsychological Society , Volume 26 , Issue 7 , August 2020 , pp. 714 - 724
Copyright
Copyright © INS. Published by Cambridge University Press, 2020

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Footnotes

This manuscript was used to partially fulfill the dissertation requirements for first author, Alicia Nuñez.

References

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