The Association of Executive Functioning with Academic, Behavior, and Social Performance Ratings in Children with ADHD

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  • Author(s): Tamm, Leanne (ORCID Tamm, Leanne (ORCID 0000-0001-6066-1669); Loren, Richard E. A. (ORCID Loren, Richard E. A. (ORCID 0000-0002-8623-2464); Peugh, James; Ciesielski, Heather A.
  • Language:
    English
  • Source:
    Journal of Learning Disabilities. Mar-Apr 2021 54(2):124-138.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Elementary Education
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Attention Deficit Hyperactivity Disorder; Executive Function; Academic Achievement; Student Behavior; Interpersonal Competence; Children; Age Differences; Severity (of Disability); Correlation; Reading Skills; Writing Skills; Mathematics Skills; Teacher Attitudes; Parent Attitudes; Symptoms (Individual Disorders); Peer Relationship; Student Participation; Behavior Problems; Elementary School Students; Middle School Students
    • Accession Number:
      10.1177/0022219420961338
    • ISSN:
      0022-2194
    • Abstract:
      This study investigated the association of a performance-based measure of executive functioning (EF) with academic, social, and behavioral performance ratings in a convenience sample of 153 children aged 5 to 12 (78% male, 83% Caucasian) diagnosed with attention-deficit/hyperactivity disorder (ADHD). Multivariate regression showed that above and beyond age and ADHD severity, poorer EF performance was uniquely associated with more impairment in reading, written expression, and math by teacher report, and more impairment in the overall school and reading domains by parent report. ADHD symptoms were more strongly associated with ratings of impairment in social relationships, organized peer activities, and classroom behaviors than EF performance. Age did not moderate the findings, but younger children were rated as having more trouble with participation in organized activities by parents, as more likely to disrupt class by teachers, and to have problematic relationships with peers by parents and teachers. EF and academic performance appeared worst in the groups seen as highly symptomatic and impaired by both parents and teachers, and by teachers only. EF deficits may be a specific risk factor for academic impairment in children with ADHD.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1286302