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

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 l...

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Published inSchool psychology review Vol. 40; no. 2; pp. 200 - 225
Main Authors McConaughy, Stephanie H., Volpe, Robert J., Antshel, Kevin M., Gordon, Michael, Eiraldi, Ricardo B.
Format Journal Article
LanguageEnglish
Published Bethesda Taylor & Francis 01.06.2011
National Association of School Psychologists
Taylor & Francis Ltd
Subjects
Academic Achievement
Achievement Tests
Attention Deficit Hyperactivity Disorder
Behavior
Children
Children & youth
Cognitive Ability
Control Groups
Elementary School Students
Hyperactivity
Interpersonal Competence
Mathematics Achievement
Measures (Individuals)
Multiple Regression Analysis
Referral
Social Behavior
Standardized Tests
Student Adjustment
Studies
Written Language
United States
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Summary: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.
ISSN:0279-6015
2372-966X
2372-966X
DOI:10.1080/02796015.2011.12087713