Objective To develop and validate a hierarchical decision tree model, combining neurobehavioral and physical measures, for identification of children affected by prenatal alcohol exposure even when facial dysmorphology is not present. Study design Data were collected as part of a multisite study across the United States. The model was developed after evaluating over 1000 neurobehavioral and dysmorphology variables collected from 434 children (8–16y) with prenatal alcohol exposure, with and without fetal alcohol syndrome (FAS), and non-exposed controls, with and without other clinically-relevant behavioral or cognitive concerns. The model was subsequently validated in an independent sample of 454 children in two age ranges (5–7y or 10–16y). In all analyses, the discriminatory ability of each model step was tested with logistic regression. Classification accuracies and positive and negative predictive values were calculated. Results The model consisted of variables from 4 measures (2 parent questionnaires, an IQ score, and a physical examination). Overall accuracy rates for both the development and validation samples met or exceeded our goal of 80% overall accuracy. Conclusions The decision tree model distinguished children affected by prenatal alcohol exposure from non-exposed controls, including those with other behavioral concerns or conditions. Improving identification of this population will streamline access to clinical services, including multidisciplinary evaluation and treatment.

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To date, there remains no consensus about the best evidence-based method for integrating multiple informant data in the diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD). Several approaches exist, including the psychometrically sound approach of averaging scores, as well as the use of "OR" and "AND" algorithms, which are still commonly used in research. The current study tested these major integration methods in their concurrent and longitudinal prediction of clinician-rated impairment, teacherrated academic, and parent-and self-rated social skill ratings in children overrecruited for ADHD across a 6-year span from childhood to adolescence. The sample included a total of 800 children, 480 with ADHD, ages 6 to 13, who completed a "gold standard" assessment of ADHD and associated impairment. Overall, the "OR," "AND," and average integration approaches showed significantly high interrelations with one another (r range from .78 to .96) and were all significantly and strongly related to impairment measures concurrently and longitudinally. Multivariate regressions demonstrated that the average integration approach concurrently and longitudinally out predicted the other two approaches. Results demonstrated that the average approach slightly outperformed the other two in its prediction of concurrent and longitudinal clinician-rated impairment, teacher-rated academic skills, and parent-and self-rated child social skills across childhood and adolescence. Evidence-based assessment integration of parent and teacher ratings of ADHD in childhood might best utilize an averaging approach, as it is most related to later impairment ratings, particularly if such findings are replicated by other groups. Public Significance StatementAn average approach to integrating parent and teacher ratings of ADHD slightly outperforms other, more complicated integration approaches in prediction of later clinician-rated impairment, teacher-rated academic skills, and parent-and self-rated social skills. Therefore, average integration of ADHD symptom ratings may be the best and easiest integration approach for use in clinical practice.