Journal
JOURNAL OF ATTENTION DISORDERS
Volume 20, Issue 2, Pages 108-118Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/1087054713504620
Keywords
ADHD; math achievement; neurocognition; curriculum-based measurement; working memory; behavioral attention
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Funding
- National Institutes of Health [R01 MH074770, K24 MH064478]
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Objective: This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD. Method: Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task. Results: Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Conclusion: Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD.
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