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Academic underachievement in ADHD subtypes
R M Marshall1, G W Hynd, M J Handwerk
1Department of Educational Psychology, University of Texas, Austin 78712, USA.
Journal of Learning Disabilities
|November 19, 1997
Summary
Students with attention-deficit disorder without hyperactivity (ADD/noH) showed significantly lower math achievement than those with attention-deficit/hyperactivity disorder (ADHD). This suggests ADD/noH may be a distinct subtype impacting early math skills.
Area of Science:
- Neuropsychology
- Developmental Psychology
- Educational Psychology
Background:
- A known link exists between attention-deficit/hyperactivity disorder (ADHD) and academic underachievement.
- The specific nature of this relationship, particularly differentiating subtypes of attention-deficit disorder (ADD), requires further clarification.
Purpose of the Study:
- To directly investigate the relationship between ADHD and academic underachievement.
- To compare the academic performance, specifically in mathematics, between students with ADHD and those with attention-deficit disorder without hyperactivity (ADD/noH).
Main Methods:
- A comparative study involving 24 students with ADHD and 20 students with ADD/noH.
- Participants were referred to a university diagnostic clinic for comprehensive neuropsychological assessments.
- Age range of participants was 6 years 0 months to 12 years 10 months.
Main Results:
- Students with ADD/noH scored significantly lower on math achievement tests compared to students with ADHD.
- This finding aligns with previous research suggesting ADD/noH as a potential distinct subtype.
Conclusions:
- The results support the hypothesis that ADD/noH may represent a distinct subtype of ADD.
- Inattention in ADD/noH may specifically hinder the mastery of abstract symbol systems, impacting early arithmetic skill acquisition.