Examining the relationship between treatment outcomes for academic achievement and social skills in school-age children with attention-deficit hyperactivity disorder

The purpose of this study was to determine the relationship between treatment-induced changes in academic achievement and social skills in elementary school-age children with attention-deficit hyperactivity disorder. A sample of 123 children in grades 1 through 4 with symptoms of inattention, impulsivity and/or hyperactivity, and significant achievement problems in math or reading were identified for participation. Participants were exposed to academic interventions mediated by their teachers, parents, peers, computers, or the student themselves. Data were collected on academic competence using the Woodcock-Johnson III Test of Achievement and the Academic Competence Evaluation Scales; social skills were assessed using the Social Skills Rating System. Correlations between changes in academic competence and social skills from preintervention to approximately 10 months later were calculated. Results showed that as teacher ratings of reading improved, there were corresponding improvements in social skills. For students in peer-mediated math interventions, increases in math fluency were correlated with improvements in self-control. Results are discussed in the context of possible reasons for these findings and implications for practice and future research.