Adaptive Functioning in School: A Multidimensional Questionnaire for Assessing Functional Challenges Beyond Symptoms in Students with ADHD

Adaptive functioning in school settings remains understudied in ADHD research, despite its critical role in supporting students in navigating social, organizational, and emotional demands in daily school life. Existing tools often prioritize symptom severity or isolated domains (e.g., executive function, academics, and behaviors), lacking a multidimensional, school-contextualized assessment. This study introduces the Adaptive Functioning in School Questionnaire (AFSQ), a teacher-reported measure…

via https://pubmed.ncbi.nlm.nih.gov/40526363/?utm_source=Other&utm_medium=rss&utm_campaign=None&utm_content=1lqZ3NPYysePVKsoyz66mDSgu4veDGJwnUBS47TBQPoOuNZY5J&fc=None&ff=20250627011006&v=2.18.0.post9+e462414