Background: Knowledge about premorbid development in psychosis can shed light upon theories about aetiology and schizophrenic heterogeneity, and form a basis for early detection initiatives.
Aims: To identify and validate patterns of premorbid functioning in first-episode psychosis.
Method: The Premorbid Adjustment Scale was used to examine 335 patients.
Results: Social and academic function constituted fairly independent dimensions. Cluster analysis identified groups varying both in level and course. Patients with a stable social course compared with a deteriorating one had a shorter duration of untreated psychosis, were older, had more friends and less negative symptoms. Good childhood academic function correlated with more education, more meaningful activities and better working memory. Patients with a stable academic course were older at admission.
Conclusions: Patterns of premorbid development suggest both neurodevelopmental and neuroregressive pathways to illness.