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Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study

journal contribution
posted on 17.05.2021, 22:17 by Kelly Carrasco, Chi-Ching Chuang, Gail Tripp
Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.

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Preferred citation

Carrasco, K. D., Chuang, C. -C. & Tripp, G. (n.d.). Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study. Journal of Attention Disorders, 108705472110120-108705472110120. https://doi.org/10.1177/10870547211012039

Journal title

Journal of Attention Disorders

Pagination

108705472110120-108705472110120

Publisher

SAGE Publications

Publication status

Published online

Online publication date

17/05/2021

ISSN

1087-0547

eISSN

1557-1246

Language

en

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