Differences in academic and executive function domains among children with ADHD Predominantly Inattentive and Combined Types.
Differences between the subtypes of Attention Deficit Hyperactivity Disorder (ADHD) continue to have a place in the clinical and research literature. The purpose of this study was to examine differences specific to academic and executive function deficits in a sample of 40 children, aged 9-15 years. Although there was a tendency for the Predominantly Inattentive (PI) group to evidence lower performance on calculation and written expression tasks, these differences dissipated when IQ was included as a covariate. For executive function domains of set shifting, interference, inhibition, and planning, differences emerged for interference, but only when girls were excluded from the analysis and no control for IQ was made. For parent ratings of executive function, expected differences were found on the Inhibit scale with the Combined Type (CT) group evidencing greater problems in this area; this difference remained even when girls were excluded and IQ was controlled. Implications for research and practice are presented.
Riccio
Cynthia A
CA
Department of Educational Psychology, Texas A&M University, TAMU MS4225, College Station, TX 77843-4225, USA. criccio@tamu.edu
Homack
Susan
S
Jarratt
Kelly Pizzitola
KP
Wolfe
Monica E
ME
D000293:Adolescent; D000704:Analysis of Variance; D001289:Attention Deficit Disorder with Hyperactivity / Q000145:classification / Q000503:physiopathology* / Q000523:psychology*; D002648:Child; D002755:Choice Behavior; D006801:Humans; D007266:Inhibition, Psychological; D007361:Intelligence Tests; D007859:Learning Disabilities / Q000209:etiology*; D008297:Male; D008433:Mathematics; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D010468:Perceptual Disorders / Q000503:physiopathology*; D011340:Problem Solving / Q000502:physiology*; D014956:Writing