Academic predictors of achievement in children with ADHD and clinical-referred comparisons
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Date
2013-08
Authors
Waldon, Jessica
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
While previous studies have examined the relationship between the symptoms of ADHD
and academic achievement, as well as cognitive ability and academic achievement, fewer studies
have simultaneously examined the relative contribution of demographic, cognitive and
behavioural factors to academic achievement. The current study examined the predictors of
academic achievement in a large, rigorously diagnosed sample of clinical-referred school-age
children. Participants in the study included 288 school-age children, between the ages of 6-12
years, referred to a regional ADHD Clinic that operates under a formal partnership between the
local health authority and regional school board. The results of the present study indicated that a
number of demographic, cognitive and behavioural factors were related to achievement;
however, after controlling for known risk factors, the symptoms of ADHD did not predict
academic performance. Overall, children with a diagnosed learning disability, regardless of
comorbidity, were most academically impaired. Findings from the study hold important
implications for the practice of school psychology and educational professionals involved in the
identification of and intervention with students at risk for, or currently experiencing academic
underachievement.
Description
Keywords
Attention Deficit Hyperactivity Disorder (ADHD) , Academic achievement (school-aged children)