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Symptom Level Associations Between Attention-Deficit Hyperactivity Disorder and School Performance.

Megan Rigoni1, Lynn Zanardi Blevins2, David C Rettew3,4

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Clinical Pediatrics
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Summary

Attention-deficit hyperactivity disorder (ADHD) significantly impacts school performance. Both ADHD-Combined and ADHD-Inattentive subtypes showed higher odds of reduced academic success, with inattentive symptoms broadly affecting learning.

Keywords:
NICHQ Vanderbilt Assessment ScaleThe National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndromeattention-deficit hyperactivity disorderinattentionschool performancesubtypes

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Area of Science:

  • Neurodevelopmental Disorders
  • Pediatric Psychology
  • Educational Psychology

Background:

  • Attention-deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder.
  • ADHD is frequently associated with academic challenges and reduced school performance.
  • Understanding specific symptom and subtype associations is crucial for targeted interventions.

Purpose of the Study:

  • To investigate the association between specific ADHD symptoms and subtypes with school performance.
  • To identify which ADHD symptoms and subtypes have the strongest link to academic difficulties.
  • To explore the relationship between ADHD subtypes and the receipt of educational support plans.

Main Methods:

  • Utilized data from the 2014 National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA).
  • Developed symptom scores for inattention and hyperactivity-impulsivity to define ADHD subtypes (ADHD-I, ADHD-Hyperactive-Impulsive, ADHD-C).
  • Employed regression analyses to examine associations between ADHD symptoms/subtypes and a composite school performance measure.

Main Results:

  • Children with ADHD-Combined (ADHD-C) and ADHD-Inattentive (ADHD-I) subtypes had significantly higher odds of reduced school performance compared to children without ADHD.
  • All inattentive symptoms were linked to poorer performance in reading, writing, and handwriting, and 6 symptoms affected mathematics.
  • Children with ADHD-I were more likely to receive Individualized Education Program (IEP) or 504 Plans.

Conclusions:

  • Both ADHD-C and ADHD-I subtypes are strongly associated with diminished school performance.
  • Inattentive symptoms appear to broadly impact academic achievement across multiple subjects.
  • ADHD-I symptoms may be a key factor contributing to overall reduced school performance and need for educational support.