We assessed the academic performance and behavior of 121 nondisabled elementary boys and 107 boys with attention-deficit hyperactivity disorder (ADHD), ages 7.4 through 14.5 years. Students completed computer-generated tasks of reading, computation, and math problem solving, and we recorded two performance measures (accuracy and speed) and three behavioral measures (vocalizations, head movements, and bottom movements). Our purpose was to determine the effects of ADHD on conceptual and computational math. For greater precision than has been available in past math research, we held reading and problem structure constant, while recording speed of processing, number recognition, and motor response. Our analysis yielded significantly lower problem-solving scores in specific math concepts and slower computational performance for the boys with ADHD. These findings demonstrated the educational implications of attention deficit disorders for mathematical skill and the need for interventions that are geared more specifically to these deficits, and that also provide accommodations for reading complexity and length, visual—motor skill, feedback, and self-pacing.
Get full access to this article
View all access options for this article.
References
1.
American Psychiatric Association. (1987). Diagnostic and statistical manual of mental disorders (3rd ed., revised). Washington, DC: Author.
2.
Barkley, R. A., Fischer, M., Edelbrock, C. S., & Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria: I. An 8-year prospective follow-up study. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 546–557.
3.
Brown, R. T., & Borden, K. A. (1986). Hyperactivity at adolescence: Some misconceptions and new directions. Journal of Clinical Child Psychology, 15, 194–209.
4.
Byrnes, J. P., & Wasick, B. A. (1991). Role of conceptual knowledge in mathematical learning. Developmental Psychology, 27, 777–786.
5.
California achievement tests. (1985). Monterey, CA: McGraw-Hill.
6.
Cherkes-Julkowski, M., & Stolzenberg, J. (1991). The learning disability of attention deficit disorder. Learning Disabilities: A Multidisciplinary Journal, 2, 8–15.
DeCorte, E., & Vershaffel, L. (1987). The effect of semantic structure on first graders' strategies for solving addition and subtraction word problems. Journal for Research in Mathematics Education, 18, 363–381.
9.
Derr, A. M. (1985). Conservation and mathematics achievement in the learning disabled child. Journal of Learning Disabilities, 18, 333–336.
10.
Douglas, V. I., & Peters, K. G. (1979). Toward a clearer definition of the attentional deficit of hyperactive children. In G. A. Hale & M. Lewis (Eds.), Attention and the development of cognitive skills (pp. 173–247). New York: Plenum.
11.
Gagne, R. M. (1983). Some issues in the psychology of mathematics instruction. Journal for Research in Mathematics Education, 14, 275–282.
12.
Geary, D. C., Widaman, K. F., Little, T. D., & Cormier, P. (1987). Cognitive addition: Comparison of learning disabled and academically normal elementary school children. Cognitive Development, 2, 249–269.
13.
Goldman, S. R., Pellegrino, J. W., & Mertz, D. L. (1988). Extended practice of basic addition facts: Strategy changes in learning disabled students. Cognition and Instruction, 5, 223–265.
14.
Gunning, R. (1952). The techniques of clear writing. New York: McGraw-Hill.
15.
Hasselbring, T. S., Goin, L. I., & Bransford, J. D. (1988). Developing math automaticity in learning handicapped children: The role of computerized drill and practice. Focus on Exceptional Children, 20, 1–7.
16.
Kent, R. N., & Foster, S. L. (1977). Direct observational procedures: Methodological issues in applied settings. In A. R. Ciminero, K. S. Calhoun, & H. E. Adams (Eds.), Handbook of behavioral assessment (pp. 279–328). New York: Wiley.
17.
Lee, M. M., & Hudson, F. G. (1981). A comparison of verbal problem-solving in arithmetic of learning disabled and non–learning disabled seventh grade males. (Available from the Institute for Research in Learning Disabilities, University of Kansas, Lawrence)
18.
Loney, J., & Milich, R. (1982). Hyperactivity, inattention, and aggression in clinical practice. In M. Wolraich & D. K. Routh (Eds.), Advances in developmental and behavioral pediatrics (pp. 113–147). Greenwich, CT: JAI.
19.
Minde, K., Lewin, D., Weiss, G., Lavigueur, H., Douglas, V., & Sykes, E. (1971). The hyperactive child in elementary school: A 5 year, controlled, follow-up. Exceptional Children, 38, 215–221.
20.
Pelham, W. E., & Bender, M. E. (1982). Peer relationships in hyperactive children: Description and treatment. In K. D. Gadow (Ed.), Advances in learning and behavior disabilities (pp. 365–436). Greenwich, CT: JAI.
21.
Porrino, L. J., Rapoport, J. L., Behar, D., Sceery, W., Ismond, D. R., & Bunney, W. E. (1983). A naturalistic assessment of the motor activity of hyperactive boys. Archives of General Psychiatry, 40, 681–687.
22.
Rosenthal, D. J. A., & Resnick, L. B. (1974). Children's solution processes in arithmetic word problems. Journal of Educational Psychology, 66, 817–825.
23.
Stevens, D. A., Stover, C. E., & Backus, J. T. (1970). The hyperkinetic child: Effect of incentives on the speed of rapid tapping. Journal of Consulting and Clinical Psychology, 34, 56–59.
24.
Weiss, G., & Hechtman, L. T. (1986). Hyperactive children grown up. New York: Guilford.
25.
Wener, C. (1990). Developmental psychopathology: From infancy through adolescence. New York: McGraw-Hill.
26.
Woods, S. S., Resnick, L. B., & Groen, G. J. (1975). An experimental test of five process models for subtraction. Journal of Educational Psychology, 67, 17–21.
27.
Zentall, S. S. (1990). Fact-retrieval automatization and math problem-solving: Learning disabled, attention disordered, and normal adolescents. Journal of Educational Psychology, 82, 856–865.
28.
Zentall, S. S. (1993). Research on the educational implications of attention deficit hyperactivity disorder. Exceptional Children, 60, 143–153.
29.
Zentall, S. S., Harper, G., & Stormont-Spurgin, M. (1993). Children with hyperactivity and their organizational abilities. Journal of Educational Research, 87, 112–117.
30.
Zentall, S. S., & Kruczek, T. (1988). The attraction of color for active attention-problem children. Exceptional Children, 54, 357–362.
31.
Zentall, S. S., & Smith, Y. (1993). Mathematical performance and behavior of children with hyperactivity with and without coexisting aggression. Behavioral Research and Therapy, 31, 701–710.
