Table S1.
        Item Content of Attention-Deficit/Hyperactivity Disorder (ADHD) Symptom Scales Included in the Genome-Wide Association (GWA) Meta-Analysis
CBCL 1.5–5: Attention Problems scale,• Can't concentrate<comma> can't pay attention for long• Can't sit still<comma> restless<comma> or hyperactive• Poorly coordinated or clumsy• Quickly shifts from one activity to another• Wanders away
CBCL 6–18: Attention Problems scale,• Acts too young for his/her age• Fails to finish things he/she starts• Can't concentrate<comma> can't pay attention for long• Can't sit still<comma> restless<comma> or hyperactive; confused or seems to be in a fog• Daydreams or gets lost in his/her thoughts• Impulsive or acts without thinking• Poor school work• Inattentive or easily distracted• Stares blankly
SDQ: Hyperactivity-Inattention scale,• Restless<comma> overactive<comma> cannot stay still for long• Constantly fidgeting or squirming• Easily distracted<comma> concentration wanders• Thinks things out before acting• Sees tasks through to the end<comma> good attention span
Conners Rating Scales−Revised: Long Form;Other DSM-IV−based rating scalesa,• Often fails to give close attention to details or makes careless mistakes in schoolwork<comma> work<comma> or other activities• Often has difficulty sustaining attention in tasks or play activities• Often does not seem to listen when spoken to directly• Often does not follow through on instructions and fails to finish schoolwork<comma> chores<comma> or duties in the workplace (not due to oppositional behavior or failure of comprehension)• Often has difficulty organizing tasks and activities• Often avoids<comma> dislikes<comma> or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)• Often loses things necessary for tasks or activities at school or at home (e.g.<comma> toys<comma> school assignments<comma> pencils<comma> books<comma> or tools)• Is often easily distracted by extraneous stimuli• Is often forgetful in daily activities• Often fidgets with hands or feet or squirms in seat• Often leaves seat in classroom or in other situations in which remaining seated is expected• Often runs about or climbs excessively in situations in which it is inappropriate• Often has difficulty playing or engaging in leisure activities quietly• Is often “on the go” or often acts as if “driven by a motor”• Often talks excessively• Often has difficulty awaiting turn• Often blurts out answers to questions before they have been completed• Often interrupts or intrudes on others<comma> e.g.<comma> butts into other children's games