Academic and Educational Outcomes of Children With ADHD
Bibliographic Data
| ID | 23360545 |
|---|---|
| Authors | I M Loe (University of Pittsburgh), Heidi M Feldman (0000-0002-4435-0913, University of Pittsburgh) |
| Year | 2007 |
| Volume | 32 |
| Issue | 6 |
| Pages | 643-654 |
| Publication date | 2007-05-28 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Pediatric Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0146-8693 • E-ISSN: 1465-735X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/jpepsy/jsl054 |
| PMID | 17569716 |
| OpenAlex | W2148411178 |
| Language | EN |
| Citations received | 83 |
| References cited | 7 |
Attention-deficit/hyperactivity disorder (ADHD) is associated with poor grades, poor reading and math standardized test scores, and increased grade retention. ADHD is also associated with increased use of school-based services, increased rates of detention and expulsion, and ultimately with relatively low rates of high school graduation and postsecondary education. Children in community samples who show symptoms of inattention, hyperactivity, and impulsivity with or without formal diagnoses of ADHD also show poor academic and educational outcomes. Pharmacologic treatment and behavior management are associated with reduction of the core symptoms of ADHD and increased academic productivity, but not with improved standardized test scores or ultimate educational attainment. Future research must use conceptually based outcome measures in prospective, longitudinal, and community-based studies to determine which pharmacologic, behavioral, and educational interventions can improve academic and educational outcomes of children with ADHD.
Academic achievement · Developmental psychology · Graduation (instrument) · Impulsivity · Psychiatry · Psychological intervention · Standardized test · Attention Deficit Hyperactivity Disorder · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Psychology
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Using a brief web‐based, on demand training to improve preservice teacher knowledge of attention deficit hyperactivity disorder
Exploring the biases of the perception of inattention, hyperactivity, and impulsivity of students from parents, teachers, self‐reports, and a VR measure
Executive functioning skills of children with listening difficulties
Reconceptualizing the approach to supporting students with attention-deficit/hyperactivity disorder in school settings
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A longitudinal examination of executive function abilities, attention-deficit/hyperactivity disorder, and puberty in adolescence
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Turning points in the educational pathways of young people with attention-deficit/hyperactivity disorder in Sweden
Multi-method assessment of ADHD characteristics in preschool children
Identifying unique components of preschool children's self-regulatory skills using executive function tasks and continuous performance tests
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The Social Construction of Child Social Control via Criminalization and Medicalization
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Reading performance in children with ADHD
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How Nature Affects The Behavior of ADHD Children
Early high school engagement in students with attention/deficit hyperactivity disorder
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Peer influence as a potential magnifier of ADHD diagnosis
School Effectiveness Findings 1979–2002
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A Developmental Contextualist Critique of Attention Deficit Hyperactivity Disorder
Hyperactives as young adults
The Effects of Small Classes on Academic Achievement
Inattention, hyperactivity and impulsiveness
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| Unique citing works | 83 |
|---|---|
| Citations per year | 4,88 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 75 |