NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ936446
Record Type: Journal
Publication Date: 2011
Pages: 26
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0279-6015
Academic and Social Impairments of Elementary School Children with Attention Deficit Hyperactivity Disorder
McConaughy, Stephanie H.; Volpe, Robert J.; Antshel, Kevin M.; Gordon, Michael; Eiraldi, Ricardo B.
School Psychology Review, v40 n2 p200-225 2011
This study examined academic and social impairments of 6- to 11-year-old children with attention deficit hyperactivity disorder (ADHD; n = 101) versus other referred children without ADHD (n = 53) and controls (n = 24). Parent and teacher ratings showed significantly lower academic performance and lower social functioning for children with ADHD compared to other referred children without ADHD and controls. Children with ADHD scored significantly lower than controls on standardized tests of reading/language, mathematics, and written language, and lower than referred children without ADHD on mathematics. In multiple regression analyses, cognitive ability accounted for the most variance in predicting academic performance. Diagnostic status (ADHD vs. non-ADHD) accounted for the most variance in predicting parent and teacher ratings of social skills and school adaptive behavior. Significantly more children with ADHD than those without ADHD exhibited clinically significant impairment on five measures of academic performance and six measures of social behavior. Implications are discussed for assessing patterns of impairment associated with ADHD and designing appropriate academic and social interventions for students with ADHD. (Contains 6 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A