“…In terms of clinical correlates, poor premorbid social functioning has been specifically associated with symptom-related variables, particularly acute and persistent negative symptoms, and longer duration of untreated psychosis (Allen et al, 2001; McClellan et al, 2003; Larsen et al, 2004; Jeppesen et al, 2008; Ruiz-Veguilla et al, 2008; Strauss et al, 2012; Chang et al, 2013), whereas poor premorbid academic functioning has been specifically associated with greater neurocognitive and intellectual impairment, and earlier onset of prodromal symptoms (Allen et al, 2001; Larsen et al, 2004; Norman, Malla, Manchanda, and Townsend, 2005; Rund et al, 2007). In terms of differential trajectories of academic and social premorbid functioning across development, there is some evidence that premorbid academic functioning deteriorates more steeply from childhood across adolescence, compared to a more stable course of social premorbid adjustment (Monte, Goulding, and Compton, 2008; Barajas et al, 2013).…”