Students with
attention-deficit/hyperactivity disorder (ADHD) often experience a host of
negative academic outcomes, and deficits in reading and mathematics abilities
contribute to these academic impairments. Students with ADHD may also have
difficulties with written expression, but there has been minimal research in
this area and it is not clear whether written expression abilities uniquely
contribute to the academic functioning of students with ADHD.
The current study
included a sample of 104 middle school students diagnosed with ADHD (Grades
6-8). Participants were followed longitudinally to evaluate whether written
expression abilities at baseline predicted student grade point average (GPA)
and parent ratings of academic impairment 18 months later, after controlling
for reading ability and additional relevant covariates.
Written expression
abilities longitudinally predicted both academic outcomes above and beyond ADHD
and oppositional defiant disorder symptoms, medication use, reading ability,
and baseline values of GPA and parent-rated academic impairment.
Follow-up
analyses revealed that no single aspect of written expression was demonstrably
more impactful on academic outcomes than the others, suggesting that writing as
an entire process should be the focus of intervention
Purchase full article at:
By:
Sch Psychol Q. 2016 Jan 18.
More at: https://twitter.com/hiv insight
No comments:
Post a Comment