This paper describes the development of a new parent questionnaire ("Five to Fifteen", or the FTF) for elicitation of symptoms and problems typical of ADHD and its comorbidities. The FTF comprises 181 statements related to behavioural or developmental problems that can be endorsed as either "does not apply" (0), applies sometimes or to some extent" (1), "definitely applies" (2), plus a number of open-ended questions including some about the child's strengths. The items are arranged into eight different domains (memory, learning, language, executive functions, motor skills, perception, social skills, and emotional/behavioural problems), most of which can be subdivided into subdomains. For each domain, a mean score ranging from 0-2 can be calculated. A representative sample (n=1350) of the total population of 6-15-year-old children was targeted. Parents of 63% of these completed a questionnaire and returned it to the researchers. Boys showed significantly more problems than did girls across domains and age. Younger children had more problems than pre-adolescents and adolescents (except in the domains of social skills and emotional/behavioural problems). Executive dysfunction was common, and 5.3% of all children in the population had clear problems suggesting a diagnosis of ADHD according to parent report. The paper provides means, medians, and 90(th) and 95(th) centiles for individual items as well as for the eight domains. The Discussion centres on whether or not the FTF can (or should) be used in school-aged children for the identification of children at risk for ADHD or other early childhood onset neuropsychiatric disorder.

As a group, children with ADHD displayed more problems on neuropsychological measures of EF than non-clinical children; at the individual level, there appeared to be heterogeneity in EF impairment.

In the present study, 20 non-retarded children with autism and 20 non-retarded children with Asperger's syndrome, individually matched to the group of children with autism, participated. No statistically significant differences between the groups were found in the theory of mind tasks. In fact, the two groups performed almost as well as a group of normal children. These findings suggest that the theory of mind model has its limitations in explaining autism and that children with Asperger's syndrome are not more competent in theory of mind tasks than children with autism within the normal range of intelligence.

Objective: The study investigates behavioural, academic, cognitive, and motivational aspects of functioning in school-age children with attention-deficit/hyperactivity disorder (ADHD) with and without an executive function deficit (EFD). Method: Children with ADHD -EFD (n = 22) and children with ADHD + EFD (n = 26) were compared on aspects of ADHD behaviour, school functioning, general cognitive ability, intra-individual response variability, affective decision-making, and delay aversion. Results: Children with ADHD -EFD and children with ADHD + EFD were comparable in terms of ADHD symptomatology and school functioning. However, children with ADHD + EFD had significantly lower IQ and more intra-individual response variability than no EFD counterparts. Children with ADHD alone appeared more delay averse on the C-DT task than children with ADHD + EFD. Conclusions: Some children with ADHD were primarily characterised by problems with executive functions and variability others by problems with delay aversion supporting multiple pathway models of ADHD. Given the exploratory nature of the study, results are in need of replication. Keywords: ADHD, executive function deficit, delay aversion, affective decision-making, multiple pathway models.Executive dysfunction has been proposed as a promising endophenotype in attention-deficit/ hyperactivity disorder (ADHD) (Barkley, 1997), but recent studies suggest that only around 30-50% of children and adolescents with ADHD meet criteria for an executive function deficit (EFD) (Biederman et al., 2004; Lambek et al., in press;Loo et al., 2007;Nigg, Willcutt, Doyle, & Sonuga-Barke, 2005). If taken at face value, these findings imply that in half of ADHD cases the disorder is mediated by something other than EFD. Other possible endophenotypes include motivational processes (Sagvolden, Aase, Johansen, & Russell, 2005) and energetic (state) mechanisms (Sergeant, 2005). However, it is unlikely that any one endophenotype will be able to account for ADHD, given its marked heterogeneity; rather, multiple cause models are more plausible (Coghill, Nigg, Rothenberger, SonugaBarke, & Tannock, 2005; Castellanos, SonugaBarke, Milham, & Tannock, 2006;Sonuga-Barke, Sergeant, Nigg, & Willcutt, 2008). For example, the dual pathway model proposes that ADHD is the outcome of two dissociable neural pathways leading to two subtypes: an executive dysfunction subtype characterised by poor inhibitory control and a motivational style subtype characterised by delay aversion (Sonuga-Barke, 2002.To date, few studies have attempted to operationalise EFD and examine its correlates in children and adolescents with ADHD. Biederman et al., (2004) found children with ADHD and EFD (ADHD + EFD) to be more inattentive and have more schoolrelated problems and lower IQ than children with ADHD without EFD (ADHD -EFD). Loo et al., (2007) found that adolescents with ADHD + EFD had lower IQ than those without EFD, but the two ADHD groups did not differ with regard to DSM-IV subtype distribution and differed only marginally ...