Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children.
The association between executive function deficits (EFDs) and functional outcomes were examined among children and adolescents with attention-deficit/hyperactivity disorder (ADHD). Participants were children and adolescents with (n = 259) and without (n = 222) ADHD, as ascertained from pediatric and psychiatric clinics. The authors defined EFD as at least 2 executive function measures impaired. Significantly more children and adolescents with ADHD had EFDs than did control participants. ADHD with EFDs was associated with an increased risk for grade retention and a decrease in academic achievement relative to (a) ADHD alone, (b) controlled socioeconomic status, (c) learning disabilities, and (d) IQ. No differences were noted in social functioning or psychiatric comorbidity. Children and adolescents with ADHD and EFDs were found to be at high risk for significant impairments in academic functioning. These results support screening children with ADHD for EFDs to prevent academic failure.
Pediatric Psychopharmacology Unit, Psychiatry Department, Massachusetts General Hospital, Boston, MA 02114, USA. jbiederman@partners.org
Joseph
J
Biederman
Michael C
MC
Monuteaux
Alysa E
AE
Doyle
Larry J
LJ
Seidman
Timothy E
TE
Wilens
Frances
F
Ferrero
Christie L
CL
Morgan
Stephen V
SV
Faraone
D000124:Achievement; D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000453:epidemiology*; D002648:Child; D003072:Cognition Disorders / Q000175:diagnosis / Q000453:epidemiology*; D015897:Comorbidity; D005260:Female; D006801:Humans; D008297:Male; D008403:Mass Screening / Q000379:methods; D009483:Neuropsychological Tests; D012720:Severity of Illness Index; D012959:Socioeconomic Factors