Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children

Joseph Biederman; Michael C. Monuteaux; Alysa E. Doyle; Larry J. Seidman; Timothy E. Wilens; Frances Ferrero; Christie L. Morgan; Stephen V. Faraone

doi:10.1037/0022-006X.72.5.757

Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children

Joseph Biederman, Michael C. Monuteaux, Alysa E. Doyle, Larry J. Seidman, Timothy E. Wilens, Frances Ferrero, Christie L. Morgan, Stephen V. Faraone

Research output: Contribution to journal › Article › peer-review

607 Scopus citations

Abstract

The association between executive function deficits (EFDs) and functional outcomes were examined among children and adolescents with attention-deficit/ hyperactivity disorder (ADHD). Participants were children and adolescents with (n = 259) and without (n = 222) ADHD, as ascertained from pediatric and psychiatric clinics. The authors defined EFD as at least 2 executive function measures impaired. Significantly more children and adolescents with ADHD had EFDs than did control participants. ADHD with EFDs was associated with an increased risk for grade retention and a decrease in academic achievement relative to (a) ADHD alone, (b) controlled socioeconomic status, (c) learning disabilities, and (d) IQ. No differences were noted in social functioning or psychiatric comorbidity. Children and adolescents with ADHD and EFDs were found to be at high risk for significant impairments in academic functioning. These results support screening children with ADHD for EFDs to prevent academic failure.

Original language	English
Pages (from-to)	757-766
Number of pages	10
Journal	Journal of Consulting and Clinical Psychology
Volume	72
Issue number	5
DOIs	https://doi.org/10.1037/0022-006X.72.5.757
State	Published - Oct 2004
Externally published	Yes

Access to Document

10.1037/0022-006X.72.5.757

Cite this

@article{324a17cff4704df4a60685d9e51b7b57,

title = "Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children",

abstract = "The association between executive function deficits (EFDs) and functional outcomes were examined among children and adolescents with attention-deficit/ hyperactivity disorder (ADHD). Participants were children and adolescents with (n = 259) and without (n = 222) ADHD, as ascertained from pediatric and psychiatric clinics. The authors defined EFD as at least 2 executive function measures impaired. Significantly more children and adolescents with ADHD had EFDs than did control participants. ADHD with EFDs was associated with an increased risk for grade retention and a decrease in academic achievement relative to (a) ADHD alone, (b) controlled socioeconomic status, (c) learning disabilities, and (d) IQ. No differences were noted in social functioning or psychiatric comorbidity. Children and adolescents with ADHD and EFDs were found to be at high risk for significant impairments in academic functioning. These results support screening children with ADHD for EFDs to prevent academic failure.",

author = "Joseph Biederman and Monuteaux, {Michael C.} and Doyle, {Alysa E.} and Seidman, {Larry J.} and Wilens, {Timothy E.} and Frances Ferrero and Morgan, {Christie L.} and Faraone, {Stephen V.}",

year = "2004",

month = oct,

doi = "10.1037/0022-006X.72.5.757",

language = "English",

volume = "72",

pages = "757--766",

journal = "Journal of Consulting and Clinical Psychology",

issn = "0022-006X",

publisher = "American Psychological Association",

number = "5",

}

TY - JOUR

T1 - Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children

AU - Biederman, Joseph

AU - Monuteaux, Michael C.

AU - Doyle, Alysa E.

AU - Seidman, Larry J.

AU - Wilens, Timothy E.

AU - Ferrero, Frances

AU - Morgan, Christie L.

AU - Faraone, Stephen V.

PY - 2004/10

Y1 - 2004/10

N2 - The association between executive function deficits (EFDs) and functional outcomes were examined among children and adolescents with attention-deficit/ hyperactivity disorder (ADHD). Participants were children and adolescents with (n = 259) and without (n = 222) ADHD, as ascertained from pediatric and psychiatric clinics. The authors defined EFD as at least 2 executive function measures impaired. Significantly more children and adolescents with ADHD had EFDs than did control participants. ADHD with EFDs was associated with an increased risk for grade retention and a decrease in academic achievement relative to (a) ADHD alone, (b) controlled socioeconomic status, (c) learning disabilities, and (d) IQ. No differences were noted in social functioning or psychiatric comorbidity. Children and adolescents with ADHD and EFDs were found to be at high risk for significant impairments in academic functioning. These results support screening children with ADHD for EFDs to prevent academic failure.

AB - The association between executive function deficits (EFDs) and functional outcomes were examined among children and adolescents with attention-deficit/ hyperactivity disorder (ADHD). Participants were children and adolescents with (n = 259) and without (n = 222) ADHD, as ascertained from pediatric and psychiatric clinics. The authors defined EFD as at least 2 executive function measures impaired. Significantly more children and adolescents with ADHD had EFDs than did control participants. ADHD with EFDs was associated with an increased risk for grade retention and a decrease in academic achievement relative to (a) ADHD alone, (b) controlled socioeconomic status, (c) learning disabilities, and (d) IQ. No differences were noted in social functioning or psychiatric comorbidity. Children and adolescents with ADHD and EFDs were found to be at high risk for significant impairments in academic functioning. These results support screening children with ADHD for EFDs to prevent academic failure.

UR - http://www.scopus.com/inward/record.url?scp=4644370779&partnerID=8YFLogxK

U2 - 10.1037/0022-006X.72.5.757

DO - 10.1037/0022-006X.72.5.757

M3 - Article

C2 - 15482034

AN - SCOPUS:4644370779

SN - 0022-006X

VL - 72

SP - 757

EP - 766

JO - Journal of Consulting and Clinical Psychology

JF - Journal of Consulting and Clinical Psychology

IS - 5

ER -

Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children

Abstract

Access to Document

Fingerprint

Cite this