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

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)...

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Bibliographic Details
Published in:Journal of learning disabilities 2021-03, Vol.54 (2), p.124-138
Main Authors: Tamm, Leanne, Loren, Richard E. A., Peugh, James, Ciesielski, Heather A.
Format: Article
Language:English
Subjects:
Academic Achievement
Age Differences
Attention Deficit Hyperactivity Disorder
Behavior Problems
Children
Classroom behaviour
Classrooms
Correlation
Educational activities
Elementary School Students
Executive Function
Interpersonal Competence
Learning disabilities
Mathematics Skills
Middle School Students
Parent Attitudes
Parents
Parents & parenting
Peer Relationship
Ratings & rankings
Reading Skills
Severity (of Disability)
Social factors
Social relations
Special education
Student Behavior
Student Participation
Symptoms (Individual Disorders)
Teacher Attitudes
Teachers
Writing Skills
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Summary: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.
ISSN:0022-2194
1538-4780
DOI:10.1177/0022219420961338