The importance of ADHD subtype classification for educational applications of DSM-V.
OBJECTIVE
An examination of the academic achievement of children with ADHD by stimulant treatment status must consider this heterogeneity of the disorder. With the dissemination of the final wave of data, the Special Education Elementary Longitudinal Study presents an opportunity to examine the academic achievement of students with ADHD using a large, community-based, and nationally representative sample over 4 years.


METHODS
In Study 1, the association between stimulant treatment and academic achievement is examined over 4 years. In Study 2, the association between stimulant treatment and academic achievement is examined acknowledging the influence of subtype symptoms of ADHD using growth mixture modeling.


RESULTS
Results indicate significant differences in academic achievement according to long-term stimulant treatment status within each subtype symptom class.


CONCLUSIONS
Research should acknowledge the influence of subtype symptoms when examining outcomes such as academic achievement. The upcoming DSM-V should consider the results as indicating the educational relevance of ADHD subtype classification.
Department of Educational Psychology, Baylor University, USA.
Lucy
L
Barnard
Tara
T
Stevens
Yen M
YM
To
William Y
WY
Lan
Miriam
M
Mulsow
D000124:Achievement; D001289:Attention Deficit Disorder with Hyperactivity / Q000145:classification* / Q000175:diagnosis* / Q000453:epidemiology; D002648:Child; D039721:Diagnostic and Statistical Manual of Mental Disorders; D004521:Educational Measurement; D005006:Ethnicity / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D008297:Male; D015995:Prevalence; D012424:Rural Population / Q000706:statistics & numerical data; D013663:Teaching; D014505:Urban Population / Q000706:statistics & numerical data