Symptom Level Associations Between Attention-Deficit Hyperactivity Disorder and School Performance

Abstract

Attention-deficit hyperactivity disorder (ADHD) is associated with reduced school performance. To determine which ADHD symptoms and subtypes have the strongest association, we used type and frequency of symptoms on the 2014 National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA) to create symptom scores for inattention and hyperactivity-impulsivity and define subtypes (ADHD-Inattentive [ADHD-I], ADHD-Hyperactive-Impulsive, ADHD-Combined [ADHD-C]). Regression methods were used to examine associations between symptoms and subtype and a composite measure of school performance. Children with ADHD-C and ADHD-I had higher adjusted odds of having reduced overall school performance (ADHD-C = 5.8, 95% confidence interval [CI] = 3.1-10.9; ADHD-I = 5.5, 95% CI = 3.1-10.1) compared with children without ADHD. All inattentive symptoms were significantly related to reduced school performance in reading, writing, and handwriting, while 6 of 9 symptoms were significantly associated in mathematics. Children with ADHD-I were significantly more likely than children with other ADHD subtypes to receive a school-based Individualized Education Program or 504 Plan. ADHD-I symptoms may be broadly linked to reduced school performance.

Symptomatology of attention deficit, hyperactivity and defiant behavior as predictors of academic achievement

“…Attention problems was the only predictor that was present in all regression models. These results are consistent with those of previous research [ 4 , 25 , 26 , 44 ]. The conceptual explanation for why attention problems affect academic achievement requires further research; however, it is likely related to a different use of attentional resources [ 54 ] than what regular classroom teachers assume and expect among students.…”

“…Tests that measure academic achievement at the time of applying the test in one of the areas of interest have also been used [ 24 ]. Even parent or teacher ratings have been used as references for academic achievement [ 6 , 25 ]. A combination of two of the above criteria has also been used [ 26 ].…”

“…An existing longitudinal study found that each symptoms separately and negatively affects academic achievement among students between the ages of 7 and 16 [ 2 ]. Among ADHD symptomatology, attention problems have been found to be the most relevant to academic achievement [ 25 , 26 , 40 ]. Conversely, hyperactivity has not always been found to be significantly associated with academic achievement [ 41 ].…”

Examining the Educational Gap for Children with ADHD and Subthreshold ADHD

“…Longitudinal outcome studies have highlighted ADHD symptoms in childhood to be important predictors of poor educational outcomes in later school years (Arnold et al, 2015; Massetti et al, 2008). ADHD symptom severity, particularly symptoms of inattention, in childhood and adolescence have been found to predict poorer long-term outcomes (Merrell et al, 2017; Rigoni et al, 2020) and evidence suggests ADHD medication use during childhood does not vastly improve long term educational outcomes (Langberg & Becker, 2012). Maintaining engagement with learning in these years is likely to be an important protective factor for students with ADHD and subthreshold ADHD as they enter high school (Dvorsky & Langberg, 2016).…”

Italian youth’s sentiment about world and life and school and rights/duties: youth in a bubble and the education emergency, a field research

“…This means that often the attention of the researchers concentrates better on deviance aspects instead of ordinary ones; phenomena like hikikomori 2 and addictions of various kinds are widely studied (for example Takahiro & Kato, 2019) as well as some acknowledged actual behavioural pathologies like autism (Federici et al , 2020 ;Gallese & Rochat, 2018;Gallese et al , 2012 ;Zappella, 2005;Frith, 1989Frith, -2009 or borderline behaviours like ADHD (Attention-Deficit / Hyperactivity Disorder) and SLD (Specific Learning Disabilities, like dyslexia and others) in young people, also with highly specialistic studies. For example about ADHD, what is it and how to treat: American Psychiatric Association, 2013; Steinau, 2013;Rigoni et al , 2020 ;Danielson et al , 2018. About SLD: McDowell, 2018Hasselman, 2015;McArthur et al , 2015 ;Cottrell, 2014. A specialized subset of this kind of researches can be considered the investigation about the ICT use by young people and the psychological effects of it; the latest generations we reminded in previous subsection are "digital natives" or something similar and seem to have a special relationship with ICT.…”