IQ and Academic Achievement in Children with ADHD: the Differential Effects of Specific Cognitive Functions

Calub, Catrina A.; Rapport, Mark D.; Friedman, Lauren M.; Eckrich, Samuel J.

doi:10.1007/s10862-019-09728-z

Cited by 18 publications

(6 citation statements)

References 83 publications

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“…Increased movement was not expected to correlate positively with task performance in children with ADHD as reported in past studies -the imposition of increasingly more difficult task processing demands was expected to diminish all children's performance.4 Several participants in the current study participated in two conceptually unrelated studies that examined the relative contribution of WM CE abilities to (a) general intellectual functioning(Calub et al, 2019), and (b) written expression deficits(Eckrich et al, 2019) in children with ADHD as part of a planned series of on-going investigations that are deemed completed when the n surpasses an a priori power analysis threshold.…”

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confidence: 71%

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ADHD and hyperactivity: The influence of cognitive processing demands on gross motor activity level in children

Dekkers

Rapport

Calub

et al. 2020

Child Neuropsychology

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Excessive gross motor activity is a prominent feature of children with ADHD, and accruing evidence indicates that their gross motor activity is significantly higher in situations associated with high relative to low working memory processing demands. It remains unknown, however, whether children's gross motor activity rises to an absolute level or accelerates incrementally as a function of increasingly more difficult cognitive processing demands imposed on the limited capacity working memory (WM) system -a question of both theoretical and applied significance. The present investigation examined the activity level of 8-to 12-year-old children with ADHD (n = 36) and Typically Developing (TD) children (n = 24) during multiple experimental conditions: a control condition with no storage and negligible WM processing demands; a short-term memory (STM) storage condition; and a sequence of WM conditions that required both STM and incrementally more difficult higherorder cognitive processing. Relative to the control condition, all children, regardless of diagnostic status, exhibited higher levels of gross motor activity while engaged in WM tasks that required STM alone and STM combined with upper level cognitive processing demands, and children with ADHD were motorically more active under all WM conditions relative to TD children. The increase in activity as a consequence of cognitive demand was similar for all experimental conditions. Findings suggest that upregulation of physical movement rises and remains relatively stable to promote arousal related mechanisms when engaged in cognitive activities involving WM for all children, and to a greater extent for children with ADHD.

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confidence: 71%

“…IQ is inherently an unsuitable covariate even when significant between-group differences emerge because WM shares considerable variance (~57%) with FSIQ and would result in extracting WM from WM(Calub et al, 2019;Dennis et al, 2009).…”

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confidence: 99%

ADHD and hyperactivity: The influence of cognitive processing demands on gross motor activity level in children

Dekkers

Rapport

Calub

et al. 2020

Child Neuropsychology

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“…There are several explanations why specifically attention problems may affect the IQ‐achievement discrepancy as opposed to other problem behaviors. For example, the association could be mediated through executive functioning 42 . Low executive functioning has been implicated in attention problems, and also has been suggested to be particularly important in the IQ‐achievement discrepancy 6,8 .…”

Section: Discussionmentioning

confidence: 99%

“…For example, the association could be mediated through executive functioning. 42 Low executive functioning has been implicated in attention problems, and also has been suggested to be particularly important in the IQ-achievement discrepancy. 6,8 Moreover, teachers report that they feel less emotionally connected with children with ADHD, a mental disorder characterized by attention problems, and also report that students with ADHD are more challenging to work with.…”

Section: Reportermentioning

confidence: 99%

Child mental health problems as a risk factor for academic underachievement: A multi‐informant, population‐based study

Schuurmans

Martinez

Blok

et al. 2022

Acta Psychiatr Scand

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Objective To investigate whether child mental health problems prospectively associate with IQ‐achievement discrepancy (i.e., academic under‐ and over‐achievement) in emerging adolescence. The secondary aims were to test whether these associations are specific to certain mental health problems, to assess potential sex differences, and to examine whether associations are robustly observed across multiple informants (i.e., maternal and teacher‐reports). Methods This study included 1,577 children from the population‐based birth cohort the Generation R Study. Child mental health problems at age 6 were assessed by mothers and teachers using the Child Behavior Checklist and the Teacher's Report Form. The IQ‐achievement discrepancy was quantified as the standardized residuals of academic achievement regressed on IQ, where IQ was measured with four tasks from the Wechsler Intelligence Scale for Children‐Fifth Edition around age 13 and academic attainment was measured with the Cito test, a national Dutch academic test, at the end of elementary school (12 years of age). Results Mental health problems at age 6 were associated with IQ‐achievement discrepancy at age 12, with more problems associating with greater academic underachievement. When examining specific mental health problems, we found that attention problems was the only mental health problem to independently associate with the IQ‐achievement discrepancy (adjusted standardized difference per 1‐standard deviation, mother: −0.11, p < 0.001, 95% CI [−0.16, −0.06]; teacher: −0.13, p < 0.001, 95% CI [−0.18, −0.08]). These associations remained after adjusting for co‐occurring mental health problems. The overall pattern of associations was consistent across boys and girls and across informants. Conclusion Mental health problems during the transition from kindergarten to elementary school associate with academic underachievement at the end of elementary school. These associations were primarily driven by attention problems, as rated by both mothers and teachers—suggesting that strategies targeting attention problems may be a particularly promising avenue for improving educational performance irrespective of IQ, although this should be established more thoroughly through further research.

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“…Further, evidence suggests that ADHD inattentive symptoms may be more strongly associated with reading comprehension and language comprehension skills than with word reading measures of decoding (Aaron et al, 2002). Expressive vocabulary knowledge, another component of language comprehension, has also been linked with reading comprehension difficulties in children with ADHD (Calub et al, 2019), accounting for 20% of the variance in these children's reading comprehension (Gremillion & Martel, 2012). Thus, it appears that language comprehension reflects another important but incomplete predictor of reading comprehension skills for children with ADHD.…”

Section: Adhd and The Simple View Of Readingmentioning

confidence: 99%

Evaluating the simple view of reading for children with attention-deficit/hyperactivity disorder.

Cole¹,

Chan²,

Gaye³

et al. 2023

Journal of Educational Psychology

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The "simple view of reading" is an influential model of reading comprehension that asserts that children's reading comprehension performance can be explained entirely by their decoding and language comprehension skills. Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit difficulty across all three of these reading domains on standardized achievement tests, yet it is unclear whether the simple view of reading is sufficient to explain reading comprehension performance for these children. The current study is the first to use multiple indicators and latent estimates to examine the veracity of key predictions from the simple view of reading in a clinically evaluated sample of 250 children with and without ADHD (ages 8-13, M age = 10.29, SD = 1.47; 93 girls; 70% White/non-Hispanic). Results of the full-sample structural equation model revealed that decoding and language comprehension explained all (R 2 = .99) of the variance in reading comprehension for children with and without ADHD. Further, multigroup modeling (ADHD, non-ADHD) indicated that there was no difference in the quantity of variance explained for children with ADHD versus clinically evaluated children without ADHD and that the quantity of explained variance did not differ from 100% for either group. Sensitivity analyses indicated that these effects were generally robust to control for monomethod bias, time sampling error, and IQ. These findings are consistent with "simple view" predictions that decoding and language comprehension are both necessary and together sufficient for explaining children's reading comprehension skills. The findings extend prior work by indicating that the "simple view" holds for both children with ADHD and clinically evaluated children without ADHD. Educational Impact and Implications StatementThe current findings indicate that the "simple view of reading" is helpful for understanding reading comprehension difficulties in children with ADHD. We found that reading comprehension performance is fully explained by skill at converting printed words to speech sounds (decoding) and skill at understanding spoken language (language comprehension) among children with ADHD. Future studies are needed to understand why children with ADHD have difficulties with decoding and language comprehension.

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IQ and Academic Achievement in Children with ADHD: the Differential Effects of Specific Cognitive Functions

Cited by 18 publications

References 83 publications

ADHD and hyperactivity: The influence of cognitive processing demands on gross motor activity level in children

ADHD and hyperactivity: The influence of cognitive processing demands on gross motor activity level in children

Child mental health problems as a risk factor for academic underachievement: A multi‐informant, population‐based study

Evaluating the simple view of reading for children with attention-deficit/hyperactivity disorder.

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