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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/18080

Title: Working Memory and Academic Achievement in Children With Attention-deficit Hyperactivity Disorder
Authors: Aginsky, Danielle
Advisor: Tannock, Rosemary
Department: Human Development and Applied Psychology
Keywords: ADHD
working memory
academic achievement
Issue Date: 11-Dec-2009
Abstract: This study used pre-existing data to examine whether children with ADHD, with and without working memory (WM) deficits, differ in their academic achievement and clinical profiles. 73 children (26% female), aged 6-12 years, with a confirmed diagnosis of ADHD had completed standardized achievement tests of reading, mathematics, and written language. Six WM measures and three parent and teacher questionnaires probing behaviour and executive functioning were administered. Of the sample, only 26% met the criteria for a WM deficit. Children with WM impairments were found to perform significantly worse than those without WM impairment on all achievement clusters, with no clinical profile differences. Poor WM is not universal in ADHD, but its presence is associated with lower academic achievement scores. Clinicians and educators should consider that underlying impairments in WM may be the contributing factors to academic difficulties in children with ADHD. Interventions targeting WM skills need to be implemented.
URI: http://hdl.handle.net/1807/18080
Appears in Collections:Master
Department of Human Development and Applied Psychology - Master theses

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