Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study.

Abstract

OBJECTIVE\nTo identify common and shared predictors of academic achievement across samples of children with ADHD.\n\n\nMETHOD\nTwo clinically referred samples from New Zealand (1 n\u2009=\u200988, 82% boys; 2 n\u2009=\u2009121, 79% boys) and two community samples from the United States (3 n\u2009=\u2009111, 65% boys; 4 n\u2009=\u2009114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample.\n\n\nRESULTS\nEntered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance.\n\n\nCONCLUSIONS\nWe recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.