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

被引：545

作者：

Biederman, J ^{[1
]}

Monuteaux, MC ^{[1
]}

Doyle, AE ^{[1
]}

Seidman, LJ ^{[1
]}

Wilens, TE ^{[1
]}

Ferrero, F ^{[1
]}

Morgan, CL ^{[1
]}

Faraone, SV ^{[1
]}

机构：

[1] Massachusetts Gen Hosp, Pediat Psychopharmacol Unit, Dept Psychiat, Boston, MA 02114 USA

来源：

JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY | 2004年 / 72卷 / 05期

关键词：

D O I：

10.1037/0022-006X.72.5.757

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

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.

引用

页码：757 / 766

页数：10