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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
PubMed
Summary
This summary is machine-generated.

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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.

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  • 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.