To identify common and shared predictors of academic achievement across samples of children with ADHD.
Method:
Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 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.
Results:
Entered 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.
Conclusions:
We 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.
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