Math computation, error patterns and stimulant effects in children with Attention Deficit Hyperactivity Disorder

Abstract

This study compared the math performance, error patterns, and concurrent overt behavior of 14 children with Attention Deficit Hyperactivity Disorder (ADHD) and 15 typically developing peers, matched in age, IQ and arithmetic achievement. Subsequently, the group with ADHD participated in a double-blind placebo-controlled trial of methylphenidate (MPH) to determine the effects of stimulant medication on academic efficiency, error pattern, and overt behavior. In comparison with their non-affected peers, children with ADHD had lower levels of academic efficiency, used more immature computation strategies, made substantially more trading errors in subtraction and exhibited increased levels of inattention and disruptive behavior. MPH exerted a significant positive effect on all measures. The possible interplay between a faulty memory system and poor academic achievement is discussed.