Interventions to Address the Academic Impairment of Children and Adolescents with ADHD
Abstract
There exists a strong link between ADHD and academic underachievement. Both the core behavioral symptoms of ADHD and associated executive functioning deficits likely contribute to academic impairment. Current evidence-based approaches to the treatment of ADHD (i.e., stimulant medication, clinical behavior therapy and classroom behavioral interventions) have demonstrated a robust impact on behavioral variables such as attention and disruptive behavior within classroom analogue settings; however, their efficacy in improving academic outcomes is much less clear. Although surprisingly few treatment outcome studies of ADHD have attempted to incorporate interventions that specifically target academic outcomes, the studies that are available suggest that these interventions may be beneficial. The state of the treatment literature for addressing academic impairment in children and adolescents with ADHD will be reviewed herein, as well as limitations of current research, and directions for future research.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Neither stimulant medication nor behavioral intervention produces clinically significant academic achievement gains; medication effects are nonsignificant and behavioral effects are small (ES = 0.19).
“neither approach is associated with clinically significant gains in academic achievement (Langberg & Becker, 2012; Raggi & Chronis, 2006; van der Oord et al., 2008), with nonsignificant changes for medication and small magnitude benefits (ES = 0.19) for behavioral interventions (van der Oord et al., 2008).”
From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Raggi & Chronis, 2006
Cites
(1999) · Archives of General Psychiatry · doi:10.1001/archpsyc.56.12.1073 · Cited by 3,372 · see citing works
Empirically supported psychosocial treatments for attention deficit hyperactivity disorder
Pelham Jr, W. E., Wheeler, T., & Chronis, A. (1998) · Journal of Clinical Child Psychology · doi:10.1207/s15374424jccp2702_6 · Cited by 755 · see citing works
Barkley, R. A., Grodzinsky, G., & DuPaul, G. J. (1992) · Journal of Abnormal Child Psychology · doi:10.1007/bf00916547 · Cited by 724 · cited 3× · see citing works
“For example, deficits in nonverbal working memory have been documented in children with ADHD (Barkley et al., 1992) and appear to result in forgetfulness, an impaired ability to organize and execute actions relative to time (i.e., time management), and reduced hindsight and forethought, leading to…”
BackgroundBarkley, R. A. (1997) · Psychological Bulletin · doi:10.1037//0033-2909.121.1.65 · Cited by 580 · see citing works
HECHTMAN, L., ABIKOFF, H., KLEIN, R. G., WEISS, G., RESPITZ, C., KOURI, J., BLUM, C., GREENFIELD, B., ETCOVITCH, J., FLEISS, K., et al. (2004) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/01.chi.0000128796.84202.eb · Cited by 197 · see citing works
Self-regulation of stimulation for ADD-H children during reading and vigilance task performance
Zentall, S. S., & Meyer, M. J. (1987) · Journal of Abnormal Child Psychology · doi:10.1007/bf00917238 · Cited by 92 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder
Pelham, W. E., & Fabiano, G. A. (2008) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374410701818681 · Cited by 917 · see citing works
Basch, C. E. (2011) · Journal of School Health · doi:10.1111/j.1746-1561.2011.00632.x · Cited by 521 · see citing works
Do Stimulants Protect Against Psychiatric Disorders in Youth With ADHD? A 10-Year Follow-up Study
Biederman, J., Monuteaux, M. C., Spencer, T., Wilens, T. E., & Faraone, S. V. (2009) · Pediatrics · doi:10.1542/peds.2008-3347 · Cited by 246 · see citing works
Tarver, J., Daley, D., & Sayal, K. (2014) · Child: Care, Health and Development · doi:10.1111/cch.12139 · Cited by 234 · see citing works
Fabiano, G. A., Vujnovic, R. K., Pelham, W. E., Waschbusch, D. A., Massetti, G. M., Pariseau, M. E., Naylor, J., Yu, J., Robins, M., Carnefix, T., et al. (2010) · School Psychology Review · doi:10.1080/02796015.2010.12087775 · Cited by 204 · see citing works
Psychosocial Interventions in Attention Deficit Hyperactivity Disorder
Antshel, K. M., & Barkley, R. (2008) · Child and Adolescent Psychiatric Clinics of North America · doi:10.1016/j.chc.2007.11.005 · Cited by 172 · see citing works
Evans, S. W., Serpell, Z. N., Schultz, B. K., & Pastor, D. A. (2007) · School Psychology Review · doi:10.1080/02796015.2007.12087943 · Cited by 139 · see citing works
Steiner, N. J., Frenette, E. C., Rene, K. M., Brennan, R. T., & Perrin, E. C. (2014) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/dbp.0000000000000009 · Cited by 130 · see citing works
Chacko, A., Feirsen, N., Bedard, A.-C., Marks, D., Uderman, J. Z., & Chimiklis, A. (2013) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2013.787622 · Cited by 128 · see citing works
An Open Trial of a Metacognitive Executive Function Training for Young Children With ADHD
Tamm, L., Nakonezny, P. A., & Hughes, C. W. (2014) · Journal of Attention Disorders · doi:10.1177/1087054712445782 · Cited by 98 · see citing works
Chacko, A., Kofler, M., & Jarrett, M. (2014) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-014-0171-5 · Cited by 93 · see citing works
Are sluggish cognitive tempo symptoms associated with executive functioning in preschoolers?
Tamm, L., Brenner, S. B., Bamberger, M. E., & Becker, S. P. (2018) · Child Neuropsychology · doi:10.1080/09297049.2016.1225707 · Cited by 61 · see citing works
“These EF deficits independently contribute to poorer outcomes (Wåhlstedt, Thorell, & Bohlin, 2008; Willcutt et al., 2005) and have been directly linked to impairments in academic (Raggi & Chronis, 2006) and social (Diamantopoulou, Rydell, Thorell, & Bohlin, 2007) functioning.”
BackgroundCognitive Behavioral Therapy for Adolescents with ADHD
Antshel, K. M., & Olszewski, A. K. (2014) · Child and Adolescent Psychiatric Clinics of North America · doi:10.1016/j.chc.2014.05.001 · Cited by 44 · see citing works
Are Motivation Deficits Underestimated in Patients With ADHD? A Review of the Literature
Modesto-Lowe, V., Chaplin, M., Soovajian, V., & Meyer, A. (2013) · Postgraduate Medicine · doi:10.3810/pgm.2013.07.2677 · Cited by 41 · see citing works
Psychosocial treatments for attention-deficit/hyperactivity disorder
Knight, L. A., Rooney, M., & Chronis-Tuscano, A. (2008) · Current Psychiatry Reports · doi:10.1007/s11920-008-0066-6 · Cited by 35 · see citing works
Graziano, P. A., Geffken, G. R., & Lall, A. S. (2011) · Journal of Attention Disorders · doi:10.1177/1087054710367772 · Cited by 10 · see citing works
- Authors
- Raggi, V. L., & Chronis, A. M.
- Affiliations
- University of Maryland, College Park (US)
- Corresponding author
- Raggi, Veronica L.
- Venue
- Clinical Child and Family Psychology Review
- Published
- 2006-09-14
- Volume
- 9
- Issue
- 2
- Pages
- 85-111
- ISSN
- 1096-4037 (ISSN-L)
- 1573-2827
- OpenAlex
- W2027590037
- Cited by
- 272
- References
- 6
- Citations by year
- 2026: 10 · 2025: 6 · 2024: 10 · 2023: 8 · 2022: 9 · 2021: 12 · 2020: 12 · 2019: 16 · 2018: 13 · 2017: 17 · 2016: 11 · 2015: 20 · 2014: 27 · 2013: 25 · 2012: 18
- FWCI
- 1.43
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Clinical Child and Family Psychology Review (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Mental Health (R03MH070666, R34MH073567, R03MH070666-1)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- attention deficit hyperactivity disorder, academic impairment, academic underachievement, executive dysfunction, stimulant medication, behavior therapy, treatment outcomes, children and adolescents, attention, disruptive behavior
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Behavior Therapy, Child, Computer-Assisted Instruction, Education, Humans, Peer Group, Teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
