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Related Concept Videos

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Attention-Deficit/Hyperactivity Disorder

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Related Experiment Video

Updated: Jun 20, 2026

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
13:09

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Identifying learning problems in children evaluated for ADHD: the Academic Performance Questionnaire.

Amanda E Bennett1, Thomas J Power, Ricardo B Eiraldi

  • 1Division of Child Development, Rehabilitation, and Metabolic Disease, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania 19104, USA. bennettam@email.chop.edu bennettam@email.chop.edu

Pediatrics
|September 9, 2009
PubMed
Summary
This summary is machine-generated.

The Academic Performance Questionnaire (APQ) can help identify children with ADHD who may have reading or math difficulties. Two specific APQ questions show promise as a screening tool for learning problems.

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Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Educational Psychology

Background:

  • Attention-deficit/hyperactivity disorder (ADHD) often co-occurs with learning difficulties.
  • Accurate identification of these learning problems is crucial for effective intervention.
  • Screening tools can aid in the early detection of academic challenges in children evaluated for ADHD.

Purpose of the Study:

  • To evaluate the Academic Performance Questionnaire's (APQ) effectiveness in identifying low reading and math achievement.
  • To determine if specific APQ questions can predict academic underachievement in children undergoing ADHD assessment.

Main Methods:

  • A retrospective chart review of 997 children evaluated for ADHD was conducted.
  • 271 eligible first-through sixth-grade students with complete APQ and achievement test data were analyzed.
  • A logistic regression model was used to identify APQ questions that independently predicted low academic achievement.

Main Results:

  • Two APQ questions, one for reading and one for math, significantly predicted low academic achievement.
  • The two-question screen achieved an area under the curve of 0.834.
  • Optimal sensitivity (0.86) and specificity (0.63) were observed at a score cutoff of >4 in the development sample.

Conclusions:

  • The APQ demonstrates potential as a screening tool for identifying learning problems in children evaluated for ADHD.
  • While a negative APQ screen has good predictive value, a positive screen's predictive value is relatively low.
  • Further investigation may refine the APQ's utility in educational and clinical settings.