Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Reliability and Validity01:29

Reliability and Validity

Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Stakeholder Perspectives on Long-Acting Injectable PrEP and MOUD: A Descriptive Qualitative Study.

medRxiv : the preprint server for health sciences·2026
Same author

Preclinical proof of concept for a personalized SNAP™-TIL (Specific Neo-Antigen Peptides-TIL) therapy platform.

Oncoimmunology·2026
Same author

Recreational Drug Use Amongst Children and Adolescents Presenting to Australian Emergency Departments With Acute Behavioural Disturbance: A Secondary Analysis of a Randomised Controlled Trial.

Emergency medicine Australasia : EMA·2026
Same author

The Limited Evidence Base for Multilevel Lumbar Interbody Fusion and Its Consequences for Clinical Conclusions: A Systematic Review.

Journal of clinical medicine·2026
Same author

CD8 PET imaging with [<sup>89</sup>Zr]Zr-berdoxam-crefmirlimab in patients with solid tumors: the Phase II iCorrelate study.

Journal for immunotherapy of cancer·2026
Same author

Myopic and Astigmatic Laser in situ Keratomileusis Using a Ray Tracing-Based Treatment Algorithm with a Personalized Ablation Profile.

Clinical ophthalmology (Auckland, N.Z.)·2026

Related Experiment Video

Updated: May 21, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Test-taking performance of high school students with ADHD.

Lawrence Lewandowski1, Kaitlin Hendricks2, Michael Gordon3

  • 1Syracuse University, NY, USA ljlewand@psych.syr.edu.

Journal of Attention Disorders
|June 21, 2012
PubMed
Summary

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) made more reading errors but showed similar test-taking speed and effort compared to peers. Findings suggest interventions beyond extended time may be needed for academic success.

Keywords:
ADHDreading comprehensiontest accommodationstest-taking skills

More Related Videos

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

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Related Experiment Videos

Last Updated: May 21, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

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

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Area of Science:

  • Neurodevelopmental disorders
  • Educational psychology
  • Cognitive assessment

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) impacts academic performance.
  • Students with ADHD often receive test accommodations, such as extended time.
  • Understanding specific cognitive and test-taking differences is crucial for effective support.

Purpose of the Study:

  • To compare the test-taking performance of high school students with and without ADHD.
  • To identify specific areas of academic difficulty and similarity between groups.
  • To evaluate the effectiveness of current test accommodations for students with ADHD.

Main Methods:

  • An online test battery (TestTracker) assessed reading speed, decoding, vocabulary, comprehension, effort, and test anxiety.
  • Performance was compared between students with ADHD (n=38) and neurotypical students (n=746).
  • Measures included accuracy, speed, items attempted, and strategy use.

Main Results:

  • Students with ADHD demonstrated lower decoding accuracy and poorer vocabulary and comprehension scores.
  • No significant differences were observed in reading speed, number of items attempted, or perceived test anxiety.
  • Strategy use and self-perceived testing skills were comparable between groups.

Conclusions:

  • Despite accommodations, students with ADHD made more errors in specific reading tasks.
  • Similar performance in speed and effort suggests accommodations like extended time may not fully address underlying issues.
  • Interventions focusing on error correction or alternative strategies may be more beneficial than solely relying on extended time.