AbstractsPsychology
Relationship of Executive Fuction Patterns and Academic Achievement Across DSM-IV Subtypes of Attention-Deficit/Hyperactivity Disorder
| Institution: | Illinois Institute of Technology |
|---|---|
| Department: | Psychology |
| Degree: | PhD |
| Year: | 2013 |
| Keywords: | Ph.D. in Psychology, July 2012 |
| Record ID: | 2005169 |
| Full text PDF: | http://hdl.handle.net/10560/2946 |
Abstract
The aim of this study was to expand our understanding of the impact of executive function skills on academic achievement in children with ADHD, as well as investigate trends in executive functioning and academic achievement between ADHD subtypes in an adolescent sample. Each participant completed neuropsychological assessments including a measure of intelligence and academic functioning as well as several measures of executive functioning. Results suggested that children with ADHD – Combined Type do not significantly differ from children with ADHD – Inattentive Type on tasks of academic or executive functioning. Issues regarding outcomes associated with ADHD as well as diagnostic procedures are discussed.
