of categories completed on the Wisconsin Card Sorting Test (WCST). On behavioral measures, the ADHD group scored highest on the Child Behavior Checklist, the SNAP and the DISC (diagnostic interview schedule for children) interview items but the FAS/FAE group only differed from the control group on the attention score on the Child Behavior Checklist. On the Computer Performance Task, the ADHD group had poor speed and accuracy, slower reaction times, and more false alarms (associated with impulsivity). They also had fewer hits and more misses. However, there was a large dropout of children from the Computer Performance Task (60% of the ADHD group, 52% of the FAS/FAE group, and 43% of controls). Using the four-factor model of attention, the FAS/FAE group had problems with encoding and shift, while the ADHD group had difficulties with focus and sustain. The results of this study suggested that children with ADHD and FAS/FAE have unique attentional profiles, and thus the neurocognitive deficits may not be the same. The authors recommend that children with ADHD are best identified using behavior checklists and measures of the ability to focus and sustain attention, while children with FAS/FAE have deficits in visual-spatial skills, encoding of information, and flexibility
