Attention Deficit Hyperactivity Disorder and Academics

Abstract

Attention deficit hyperactivity disorder (ADHD) is the most commonly diagnosed psychological disorder of childhood. Prevalence of ADHD currently is estimated at 5% among school-age children making it a serious concern for educators. One aspect of ADHD, however, that has received comparatively little attention is the academic difficulties that are commonly associated with ADHD. This chapter provides an overview of the extent and nature of academic problems of students with ADHD. First, a theoretical perspective on academic deficits of students with ADHD drawn from Barkley's (2006) theoretical work is presented. Second, the academic status of students with ADHD is discussed. Third, drawing on longitudinal studies, the academic trajectory of students with ADHD is examined. Fourth, possible causal factors for academic problems and core deficit areas of working memory and executive functions are discussed. Next, progress in academic interventions for ADHD is assessed and promising interventions are noted. Finally, some possible directions for future intervention research are provided.

Citation

Reid, R. (2012), "Attention Deficit Hyperactivity Disorder and Academics", Cook, B.G., Tankersley, M. and Landrum, T.J. (Ed.) Classroom Behavior, Contexts, and Interventions (Advances in Learning and Behavioral Disabilities, Vol. 25), Emerald Group Publishing Limited, Leeds, pp. 71-94. https://doi.org/10.1108/S0735-004X(2012)0000025007