Elementary school students with AD/HD: Predictors of academic achievement

George J. DuPaul, Robert J. Volpe, Asha K. Jitendra, J. Gary Lutz, Kristi S. Lorah, Rosemary Gruber

Research output: Contribution to journalArticle

94 Scopus citations

Abstract

Academic underachievement frequently is associated with attention-deficit/hyperactivity disorder (AD/HD); however, the role of variables beyond AD/HD symptoms and cognitive mediators is unknown. Further, whether prediction models vary (a) relative to non-AD/HD students, (b) between math and reading, and (c) based on how achievement is defined has not been examined. Multiple measures (e.g., teacher ratings and behavior observations) were examined as predictors for concurrent achievement outcomes (standardized achievement test scores and report card grades) in math and reading in two samples of 1st through 4th grade children (136 with AD/HD, 53 without AD/HD). Teacher perceptions of academic skills were the strongest predictors of achievement test scores for both groups, while academic skills and enablers accounted for reading report card grades in children with AD/HD but not their normal counterparts. Implications of these findings for school-based assessment and intervention for students with AD/HD are discussed.

Original languageEnglish (US)
Pages (from-to)285-301
Number of pages17
JournalJournal of school psychology
Volume42
Issue number4
DOIs
StatePublished - Jul 1 2004

Keywords

  • AD/HD
  • Academic achievement
  • Assessment
  • Prediction

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    DuPaul, G. J., Volpe, R. J., Jitendra, A. K., Lutz, J. G., Lorah, K. S., & Gruber, R. (2004). Elementary school students with AD/HD: Predictors of academic achievement. Journal of school psychology, 42(4), 285-301. https://doi.org/10.1016/j.jsp.2004.05.001