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| Research article summary (published 3 Mar 2009): |
The role of multidimensional attentional abilities in academic skills of children with ADHD.
Full Abstract
Despite reports of academic difficulties in children with attention-deficit/hyperactivity disorder (ADHD), little is known about the relationship between performance on tests of academic achievement and measures of attention. The current study assessed intellectual ability, parent-reported inattention, academic achievement, and attention in 45 children (ages 7-15) diagnosed with ADHD. Hierarchical regressions were performed with selective, sustained, and attentional control/switching domains of the Test of Everyday Attention for Children as predictor variables and with performance on the Wechsler Individual Achievement Test-Second Edition as dependent variables. It was hypothesized that sustained attention and attentional control/switching would predict performance on achievement tests. Results demonstrate that attentional control/ switching accounted for a significant amount of variance in all academic areas (reading, math, and spelling), even after accounting for verbal IQ and parent-reported inattention. Sustained attention predicted variance only in math, whereas selective attention did not account for variance in any achievement domain. Therefore, attentional control/switching, which involves components of executive functions, plays an important role in academic performance.
Author information
Author/s: Preston, Andrew S (AS); Heaton, Shelley C (SC); McCann, Sarah J (SJ); Watson, William D (WD); Selke, Gregg (G);
Affiliation: Department of Psychiatry and Human Behavior, Warren Alpert Medical School, Brown University.
Journal and publication information
Publication Type: Journal Article
Journal: Journal of learning disabilities (J Learn Disabil), published in United States. (Language: eng)
Reference: -2009 May-Jun; vol 42 (issue 3) : pp 240-9
Dates: Created 2009/04/24; Completed 2009/06/19;
PMID: 19264927, status: MEDLINE (last retrieval date: 6/19/2009, IMS Date: 19 Jun 2009 00:00:00)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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