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Mathematical outcomes of attention-deficit hyperactivity disorder
S S Zentall1, Y N Smith, Y B Lee
1Department of Educational Studies, Purdue University, West Lafayette, IN 47907.
Journal of Learning Disabilities
|October 1, 1994
Summary
Boys with attention-deficit hyperactivity disorder (ADHD) showed lower math problem-solving skills and slower computation compared to their peers. This highlights the need for targeted interventions and accommodations for students with ADHD in math education.
Area of Science:
- Child Psychology
- Educational Psychology
- Neurodevelopmental Disorders
Background:
- Attention-deficit hyperactivity disorder (ADHD) impacts academic performance.
- Understanding ADHD's specific effects on mathematical abilities is crucial for effective educational strategies.
Purpose of the Study:
- To investigate the impact of ADHD on conceptual and computational math skills in elementary boys.
- To precisely measure the effects of ADHD on math performance by controlling for reading and problem structure.
Main Methods:
- Assessed 121 nondisabled boys and 107 boys with ADHD (ages 7.4–14.5).
- Administered computer-based reading, computation, and math problem-solving tasks.
- Recorded performance (accuracy, speed) and behavioral measures (vocalizations, movements).
Main Results:
- Boys with ADHD exhibited significantly lower problem-solving scores in specific math concepts.
- Boys with ADHD demonstrated slower computational performance compared to nondisabled peers.
- Behavioral measures indicated differences in motor responses and vocalizations.
Conclusions:
- ADHD significantly affects mathematical skill acquisition and performance.
- Educational interventions for ADHD should address specific deficits in math concepts and computation.
- Accommodations for reading complexity, visual-motor skills, feedback, and self-pacing are necessary for students with ADHD.