Objective:We leveraged common genetic variation underlying ADHD, educational attainment (EA) and cognition (COG) to understand the nature of the Behavior Rating Inventory for Executive Functions (BRIEF) and its relationship to academic functioning.Method:Participants were 991 youth, ages 7 to 17, consecutively referred for neuropsychiatric evaluation. Polygenic scores (PGS) for ADHD, EA, and COG were related to the BRIEF using regression analyses. Structural equation models were used to examine the associations between the PGS, BRIEF and academic outcomes (math, reading, and special education services [EDPLAN]).Results:After modeling the PGS together, only the EA and ADHD PGS significantly associated with the BRIEF. The BRIEF partially mediated the relationships between EA PGS with math and EDPLAN and fully mediated the relationship between ADHD PGS and EDPLAN.Conclusion:Genetic data extend evidence that the BRIEF measures a construct relevant to educational success that differs from what is indexed by cognitive testing.

中文翻译：

---

教育程度和注意力缺陷/多动障碍指数背后的多基因变异儿童精神病门诊患者执行功能的行为评级

目的：我们利用 ADHD、教育程度 (EA) 和认知 (COG) 背后的常见遗传变异来了解执行功能行为评定量表 (BRIEF) 的性质及其与学业功能的关系。方法：参与者为 991 名不同年龄段的青少年7至17，连续转诊进行神经精神评估。使用回归分析将 ADHD、EA 和 COG 的多基因评分 (PGS) 与 Brief 相关联。使用结构方程模型来检查 PGS、BRIEF 和学业成绩（数学、阅读和特殊教育服务 [EDPLAN]）之间的关联。结果：将 PGS 一起建模后，只有 EA 和 ADHD PGS 与 Brief 显着相关。Brief 部分调节了 EA PGS 与数学和 EDPLAN 之间的关系，并完全调节了 ADHD PGS 和 EDPLAN 之间的关系。结论：遗传数据扩展了证据，表明 Brief 衡量的是与教育成功相关的构造，该构造不同于认知测试所索引的构造。