The Test Solution “Attention-Deficit/Hyperactivity Disorder - Neurocognitive Assessment” is designed to assess the cognitive functional profile of individuals with attention-deficit/hyperactivity disorder (ADHD) across childhood, adolescence, and adulthood. It is not intended for diagnostic purposes, but supports clinical classification through the systematic mapping of individual cognitive strengths and weaknesses. The selection of Dimensions for the test battery is based on current findings regarding cognitive deficits in ADHD as well as the diagnostic standards DSM-5-TR (American Psychiatric Association, 2022) and ICD-11 (WHO, 2022).
According to ICD-11 and DSM-5-TR, inattention and/or hyperactivity and impulsivity are central to the diagnosis. Neurocognitive assessments complement clinical diagnostics by providing objective information on relevant functional domains and contributing to a more differentiated evaluation. DSM-5-TR identifies working memory, set shifting, reaction time variability, inhibition, vigilance, as well as planning and organization as areas in which cognitive deficits may occur. In addition, numerous studies show differences in cognitive abilities between individuals with ADHD and healthy control groups, although differentiation from other clinical cohorts based solely on cognitive profiles is not possible, and there is substantial heterogeneity among affected individuals (Cortese et al., 2025). Furthermore, a meta-analysis demonstrated that frequently used single procedures such as Continuous Performance Tests (CPT) show only limited diagnostic validity in children and adolescents (Arrondo et al., 2024).
The importance of impairments in attention has been confirmed by numerous reviews. A second-order meta-analysis concluded that small to medium differences in vigilance and selective attention exist between individuals with ADHD and healthy control groups (Pievsky & McGrath, 2018), and a recent review also reports deficits in sustained and focused attention in adults (Cortese et al., 2025). This is consistent with findings from fMRI reviews showing that brain regions responsible for attentional control may be impaired in individuals with ADHD (Rubia, 2018). Based on meta-analytic results (Loyer Carbonneau et al., 2020), these impairments do not differ significantly between genders in children and adolescents under 18 years of age. Nevertheless, ICD-11 (WHO, 2022) describes that women tend to show more symptoms of inattention, whereas men more frequently show symptoms of hyperactivity. Another noteworthy meta-analytic finding based on RCT studies in individuals under 18 years indicates that VR-based training can significantly improve attention performance in this disorder. The effects are described as large, but should be interpreted with caution, as the underlying studies are often of lower quality (Corrigan et al., 2023).
Meta-analyses and reviews also report deficits in inhibition and interference control. Pievsky and McGrath (2018) found medium differences in inhibition between individuals with ADHD and healthy control groups. Neuroimaging findings also indicate that brain regions responsible for inhibitory control may be impaired in ADHD (Rubia et al., 2018). Gender-specific differences can also be observed, with boys showing stronger impairments. These differences are evident in motor inhibition and in the inattentive subtype of ADHD (Loyer Carbonneau et al., 2020).
A particularly robust finding in ADHD research concerns reaction times, and especially their variability. Early research already pointed out that increased variability in responses represents one of the most reliable cognitive characteristics of ADHD and cannot be explained solely by differences in executive functions or inhibition (Castellanos et al., 2006). A comprehensive meta-analytic review covering 319 studies on reaction time variability (Kofler et al., 2013) found small to medium differences between individuals with ADHD and healthy individuals. Mean reaction times, however, did not differ significantly once variability was statistically controlled. The second-order meta-analysis by Pievsky and McGrath (2018) likewise concluded that average reaction time is usually only slightly prolonged compared to control groups, whereas variability of reaction times showed the strongest effects among all investigated neurocognitive domains. fMRI studies additionally show that brain regions responsible for temporal control are frequently altered in ADHD (Rubia et al., 2018).
Individuals with ADHD also show moderate impairments in working memory compared to healthy control groups (Pievsky & McGrath, 2018; Cortese et al., 2025), with no gender differences observed (Loyer Carbonneau et al., 2020). fMRI findings likewise indicate alterations in regions central to working memory processes (Rubia et al., 2018). Other memory processes appear to play a smaller role, although relevant differences compared to control groups have also been identified (Pievsky & McGrath, 2018). Cortese et al. (2025) report findings on impairments in verbal memory in adults. In addition, Cerny et al. (2025) identified a subgroup within an ADHD sample showing specific deficits in learning and memory using latent class analysis.
Cognitive flexibility may also be impaired, although to a somewhat lesser extent. Pievsky and McGrath (2018) report small but significant differences in set shifting, which are supported by findings in adults (Cortese et al., 2025). Rubia et al. (2018) additionally describe alterations in brain regions relevant for temporal processing. Gender-specific differences have also been observed, suggesting stronger impairments in boys (Loyer Carbonneau et al., 2020).
To a lesser extent, higher executive functions such as logical reasoning, as well as planning and organization, also show differences (Pievsky & McGrath, 2018). Cortese et al. (2025) additionally report difficulties in decision-making in adults. Gender differences do not appear to be significant in these domains (Loyer Carbonneau et al., 2020).
The Test Solution “Attention-Deficit/Hyperactivity Disorder - Neurocognitive Assessment” therefore includes the following cognitive Domains:
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Attention
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Processing speed (TMT-S, Part A)
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Sustained attention (TACO)
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Motor and reaction speed and their variability (RT)
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Executive functions
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Verbal working memory (SPAN, Digit span backward)
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Cognitive flexibility (TMT-S, Part B)
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Interference tendency (STROOP)
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Learning and memory
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Verbal short-term memory (SPAN, Digit span forward)
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Logical reasoning (BMT)
Beyond the cognitive Domains described above, research also regularly reports differences in verbal fluency (Pievsky & McGrath, 2018; Cortese et al., 2025), as well as the importance of abnormalities in motivational and emotional executive functions (Castellanos et al., 2006; Rubia et al., 2018). However, these areas are not part of the Test Solution “Attention-Deficit/Hyperactivity Disorder - Neurocognitive Assessment” and are therefore mentioned here only for completeness.
Depending on the assessment question, additional tests outside the SCHUHFRIED Selection may be added to the test battery, for example for assessing verbal fluency (WIWO). Please note that when configuring the test sequence and adding tests that are not part of the SCHUHFRIED Selection, the combined results overview is no longer automatically available (see Notes on evaluation and interpretation ).
Please note that currently only norm-referenced scores for adults are available. Therefore, the results of the Test Solution “Attention-Deficit/Hyperactivity Disorder (ADHD)” in children and adolescents should be interpreted with caution. They provide valuable indications of cognitive strengths and weaknesses, but should be evaluated in the context of age-appropriate development and additional clinical information.
The duration of the standard form is approximately 89 minutes.
References can be found here: Literature