Attention-Deficit/Hyperactivity Disorder (ADHD) can manifest predominantly as inattentive (ADHD-I), hyperactive (ADHD-H), or combined (ADHD-C) subtypes. Understanding these subtypes' unique cognitive profiles could guide more effective treatments.

The study aims to delve into how the WISC-IV intelligence test scores differ across these subtypes, also examining their self-esteem. Insights could inform subtype-specific interventions.

The study involved 139 children with ADHD, mostly boys, who were categorized into three subtypes: hyperactive, inattentive, and combined, based on symptom ratings. They were evaluated using specific diagnostic tools to ensure accurate grouping.

Each child completed the WISC-IV to assess cognitive profiles and a separate inventory to measure self-esteem. Statistical analyses were conducted to investigate how the cognitive scores and self-esteem differed across the groups.

Children with different types of ADHD showed varied thinking abilities. In particular, the 'working memory' aspect, crucial for processing information, was most affected. Those identified with inattentive ADHD had the weakest cognitive abilities, while hyperactive ones showed the strongest.

An interesting find was the link between thinking skills and behavior: better cognitive abilities were associated with fewer attention issues and more hyperactive behavior. Self-esteem also followed these patterns, with those having strong cognitive skills reporting higher self-esteem.

Understanding these subtype-specific symptoms can help in crafting precise diagnoses and more personalized treatment plans for ADHD. Focusing on improving cognitive function, like working memory, might help all subtypes but especially those with inattentive and combined ADHD.

In schools, supportive educational methods paired with additional interventions can enhance outcomes. This approach encourages considering individual cognitive and self-esteem challenges for effective ADHD management.