Affiliation:
1. Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
2. Victoria University of Wellington, New Zealand
3. University of Ryukyus, Okinawa, Japan
Abstract
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.
Funder
Okinawa Institute of Science and Technology Graduate University
Health Research Council of New Zealand
New Zealand Neurological Foundation
Subject
Clinical Psychology,Developmental and Educational Psychology
Cited by
4 articles.
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