Clinical and functional correlates of processing speed in pediatric Attention-Deficit/Hyperactivity Disorder: a systematic review and meta-analysis
Abstract
It is well established that processing speed is negatively impacted in children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). Unfortunately, exactly how processing speed vulnerabilities manifest in daily functioning has not been well established. To support clinical care of youth with ADHD, it is important to better understand the functional consequences and relevant outcomes associated with processing speed deficits. This systematic review and meta-analysis sought to identify the association between processing speed and clinical or functional correlates among children or adolescents diagnosed with ADHD. A total of 409 abstracts were screened, of which, 60 full-text articles were identified as potentially relevant, and 8 of these studies met inclusion criteria. Domains evaluated across these studies included reading skills, mathematics skills, written expression, anxiety, self-appraisals of competence, and adaptive functioning. Six studies reported an association between processing speed and reading skills, allowing for meta-analysis. Processing speed difficulties among youth with ADHD appear strongly associated with several clinical and functional correlates including weaker academic skills, poorer adaptive skills, increased self-reported anxiety, and overestimates of social competence. Meta-analytic results for studies reporting the association between processing speed and reading skills indicate a medium overall weighted mean effect size (r = 0.33,…
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Meta-analytic evidence shows that poor processing speed in children with ADHD is strongly negatively correlated with academic skills and with clinical problems such as poorer adaptive skills, increased self-reported anxiety and overestimating social competence.
“Meta-analytic evidence shows that poor processing speed in children with ADHD is strongly negatively correlated with academic skills and with clinical problems such as poorer adaptive skills, increased self-reported anxiety and overestimating social competence (63).”
From Differential effects of a single dose of Lisdexamfetamine and Guanfacine on cognitive function in children with ADHD (2025) · cites this paper as [63]
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- Authors
- Cook, N. E., Braaten, E. B., & Surman, C. B. H.
- Affiliations
- Harvard University (US)
- Corresponding author
- Cook, Nathan E.
- Venue
- Child Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2017-03-27
- Volume
- 24
- Issue
- 5
- Pages
- 598-616
- ISSN
- 0929-7049 (ISSN-L)
- 1744-4136
- OpenAlex
- W2598731062
- Cited by
- 59
- References
- 31
- Citations by year
- 2026: 4 · 2025: 12 · 2024: 7 · 2023: 12 · 2022: 7 · 2021: 6 · 2020: 6 · 2019: 4 · 2018: 1
- FWCI
- 0.46
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Child Neuropsychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Shire
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- attention deficit hyperactivity disorder, processing speed, children and adolescents, reading skills, mathematical ability, written expression, anxiety, adaptive behavior, academic performance, social competence
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Child, Female, Humans, Male
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 ›
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