The influence of serotonin- and other genes on impulsive behavioral aggression and cognitive impulsivity in children with attention-deficit/hyperactivity disorder (ADHD): Findings from a family-based association test (FBAT) analysis

Table 3 Principle components analysis (oblique rotation) of 47 items of impulsivity: Parent and teacher ratings from Conners and SDQ questionnaires (CP, SP and CT, ST, respectively).

Part 2 -The cognitive form of impulsivity (factors 3 and 4)
Item	Descriptor	Factor 3	Factor 4
CP79	Easily distracted by extraneous ...	0.886
CP37	Fails to finish things started	1.000
SP15	Easily distracted, poor concentration	0.924
CP12	Fails to complete assignment	0.938
CP48	Get distracted even when instructed	0.827
CP29	Does not follow instructions through	0.872
CP80	Blurts out answers to questions	0.694
CP42	Has difficulty waiting in line	0.601
SP21	Thinks things out before acting	-0.818
SP25	Good attention span, sees ...	-0.961
CT26	Inattentive easily distracted		0.865
CT52	Distractibility, or attention span poor		0.858
ST15	Easily distracted, poor concentration		0.842
CT58	Easily distracted by extraneous		0.713
CT57	Does not follow instructions through		1.000
CT17	Fails to finish things started		0.922
ST21	Thinks things out before acting		-0.481
ST25	Good attention span sees		-0.958
Variance Explained		16.0	12.8
Eigen Value		2.53	1.07
Squared Multiple Correlation		0.87	0.88

Item-codes from scales include C, Conners; S, Strengths and difficulties; P, Parent; T, Teacher. The combination of factors 1 and 2 relate to the behavioral aggression component, and factors 3 and 4 relate to the cognitive impulsivity component. Note: If represented as the sum, each form of impulsivity explained 28–29% of the variance. As the informants' ratings correlated highly the true contribution of the components would be approximately halved.

ISSN: 1744-9081