Academic and Social Impairments of Elementary School Children with Attention Deficit Hyperactivity Disorder

Autor/inn/en	McConaughy, Stephanie H.; Volpe, Robert J.; Antshel, Kevin M.; Gordon, Michael; Eiraldi, Ricardo B.
Titel	Academic and Social Impairments of Elementary School Children with Attention Deficit Hyperactivity Disorder
Quelle	In: School Psychology Review, 40 (2011) 2, S.200-225 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Attention Deficit Hyperactivity Disorder; Elementary School Students; Social Behavior; Written Language; Standardized Tests; Academic Achievement; Student Adjustment; Cognitive Ability; Interpersonal Competence; Referral; Control Groups; Multiple Regression Analysis; Mathematics Achievement; Measures (Individuals) + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Geschriebene Sprache; Standadised tests; Standardisierter Test; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Denkfähigkeit; Interpersonale Kompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Messdaten
Abstract	This study examined academic and social impairments of 6- to 11-year-old children with attention deficit hyperactivity disorder (ADHD; n = 101) versus other referred children without ADHD (n = 53) and controls (n = 24). Parent and teacher ratings showed significantly lower academic performance and lower social functioning for children with ADHD compared to other referred children without ADHD and controls. Children with ADHD scored significantly lower than controls on standardized tests of reading/language, mathematics, and written language, and lower than referred children without ADHD on mathematics. In multiple regression analyses, cognitive ability accounted for the most variance in predicting academic performance. Diagnostic status (ADHD vs. non-ADHD) accounted for the most variance in predicting parent and teacher ratings of social skills and school adaptive behavior. Significantly more children with ADHD than those without ADHD exhibited clinically significant impairment on five measures of academic performance and six measures of social behavior. Implications are discussed for assessing patterns of impairment associated with ADHD and designing appropriate academic and social interventions for students with ADHD. (Contains 6 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10