Examining the link between working memory behaviour and academic attainment in children with ADHD

被引:53
作者
Alloway, Tracy Packiam [1 ]
Gathercole, Susan E. [3 ]
Elliott, Julian [2 ]
机构
[1] Univ Stirling, Dept Psychol, Ctr Memory & Learning Lifespan, Stirling FK9 4LA, Scotland
[2] Univ Durham, Sch Educ, Durham, England
[3] Univ York, Dept Psychol, York YO10 5DD, N Yorkshire, England
基金
英国经济与社会研究理事会;
关键词
D O I
10.1111/j.1469-8749.2009.03603.x
中图分类号
R74 [神经病学与精神病学];
学科分类号
摘要
Aim The aim of the present study was to investigate whether behaviours typical of working memory problems are associated with poor academic attainment in those with attention-deficit-hyperactivity disorder (ADHD), as well as a non-clinical group identified on the basis of working memory difficulties. Method Children clinically diagnosed with ADHD-combined (n=31; mean age 9y 7mo, SD 12mo; 27 males) were matched with 44 low working memory children (mean age 9y 4mo, SD 15mo; 32 males) and 10 healthy controls (mean age 10y, SD 12mo; 5 males). Working memory behaviour was measured using the Working Memory Rating Scale (WMRS) and academic attainment was assessed with standardized tests of literacy and numeracy. Results The majority of children considered by their teachers to have problematic behaviours performed poorly in literacy and numeracy. When the whole sample were split into two groups on the basis of their working memory behaviour (on the WMRS), the 'At Risk' group performed significantly worse in academic attainment. Interpretation As children with ADHD and a non-clinical group exhibit classroom behaviour typical of working memory problems, early screening to prevent subsequent learning difficulties is important. The use of the WMRS allows educators to draw on their expertise in the classroom for early detection of children with working memory failures.
引用
收藏
页码:632 / 636
页数:5
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