Journal
JOURNAL OF SCHOOL PSYCHOLOGY
Volume 40, Issue 3, Pages 259-283Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/S0022-4405(02)00100-0
Keywords
academic underachievement; ADHD; symptom severity
Categories
Ask authors/readers for more resources
Many children with Attention-Deficit/Hyperactivity Disorder (ADHD) achieve academically at a lower level than would be predicted given their intellectual abilities. However, the extent to which this is due to behavioral problems versus cognitive deficits associated with the disorder is unclear. In the present study, a group of children with ADHD (with average intellectual abilities) performed significantly below prediction in reading, writing, and mathematics skills and demonstrated a greater discrepancy between actual and predicted achievement than did a group of non-ADHD children. Even when controlling for performance on a measure of executive functioning, severity of ADHD symptoms, based on parent report, significantly predicted academic underachievement in reading, writing, and mathematics. These results indicate that the more severe the behavioral symptomatology of children with ADHD is, the more negatively impacted their school performance may be. Results are discussed in terms of diagnostic and intervention implications. (C) 2002 Society for the Study of School Psychology. Published by Elsevier Science Ltd.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available