Objective: The relationship between Attention Deficit/ Hyperactivity Disorder (ADHD) and poor academic performance in children has been well established (Loe & Feldman, 2007). It was hypothesized that selective/sustained attention would predict performance on reading and writing, and selective attention and attentional control/switching would contribute to success in mathematics. Method Participants and Setting Archived data were collected from the KIDS, Inc. Graduate School Neuropsychology Certification Program. Participants included 525 children between the ages of 8 and 11 with a clinical diagnosis of ADHD. Variables and Measures The Test of Everyday Attention for Children (TEA-Ch) was used to examine if the attentional subtests significantly predicted children's performance in reading, writing, and mathematics with the Woodcock Johnson Test of Achievement, 3rd ed., Normative Update (WJ ACH III- NU). Results Tests designed to measure attentional control, sustained attention, and selective attention significantly predicted Reading Comprehension F(4, 521) = 15.28, p < .01 and accounted for 10% of the adjusted variance. Sustained attention and attentional control significantly predicted Written Expression F(4,525) = 14.8, p < .01 and accounted for 10% of the adjusted variance. Sustained, selective, and attentional control were significant predictors of Math Reasoning F(5, 520) = 18.82, p < .01 and accounted for 15% of the adjusted variance. Discussion TEA-Ch subtests measuring sustained attention and attentional control were the most prominent predictors of academic achievement in reading comprehension, written expression, and math reasoning. One selective attention subtest was a significant predictor of reading comprehension and math reasoning. Reference Loe, I.M. & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32, 643-654. doi: 10.1093/jpepsy/jsl054 Manly, T., Roberston, I. H., Andeson V. & Nimmo-Smith, I. (1999). The Test of Everyday Attention for Children (TEA-Ch). Pearson: San Antonio, TX. Woodcock, R. W., McGrew, K., & Mather, N. (2001). Woodcock-Johnson III Normative Update Tests of Achievement. Riverside Publishing: Rolling Meadows, IL.
NEUROPSYCHOLOGICAL DOMAINS: ATTENTION
Attentional Processes that Predict Academic Achievement in Children
J Longoria, A Karim, D Miller, D Maricle; NEUROPSYCHOLOGICAL DOMAINS: ATTENTION
Attentional Processes that Predict Academic Achievement in Children. Arch Clin Neuropsychol 2015; 30 (6): 552. doi: 10.1093/arclin/acv047.175
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