Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder
Open accessAbstract
The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn age = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)-Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also tested to determine whether ADHD medication use, receipt of special education services, classroom performance, homework completion, or homework management mediated the relationship between symptoms of ADHD and academic outcomes. Childhood predictors of adolescent achievement differed from those for performance. Classroom performance and homework management mediated the relationship between symptoms of inattention and academic outcomes.
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Medication cannot replace missing skills, improve academic achievement scores or ameliorate specific learning disabilities.
“medication cannot replace missing skills, improve academic achievement scores or ameliorate specific learningdisabilities 189 .”
From Attention-deficit/hyperactivity disorder (2015) · cites this paper as [189]
The Discussion > Limitations (page unavailable) proposes that medication improves ADHD symptoms but has little impact on academic functioning because learning-related skills are already impaired. That supports the missing-skills point, but the paper does not establish that medication cannot improve achievement scores, and it does not assess whether medication ameliorates specific learning disabilities. (LLM, conf=0.86)
Experimental — accuracy not yet measuredUncontrolled longitudinal studies of stimulant use and standardized tests of academic achievement have yielded mixed findings, with some positive associations and others no association.
“Several uncontrolled, longitudinal studies have examined the association of stimulant use with standardized tests of academic achievement, with some finding a positive association (Langberg et al., 2011; Powers et al., 2008; Scheffler et al., 2009) and others finding no association (Barbaresi et al., 2007; Barnard et al., 2010; Massetti et al., 2008).”
From The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study. (2022) · cites this paper as Langberg et al., 2011
The Methods describe stimulant use measured from baseline to eight years and standardized achievement tests assessed at follow-up. The Results (Correlations Between Predictor Variables and Outcome Variables; page unavailable) report a significant association between medication use and WIAT Math and Spelling scores, but the passage does not state its direction. The multivariate results do not identify medication use as a significant predictor, so our copy does not establish the positive association attributed to this study. (LLM, conf=0.78)
Experimental — accuracy not yet measuredSome academic performance problems associated with symptoms of ADHD (for example, homework completion) can improve with treatment.
“some academic performance problems associated with symptoms of ADHD (for example, homework completion) can improve with treatment”
From Attention-deficit/hyperactivity disorder (2015) · cites this paper as [189]
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“Research suggests that working memory is associated with learning and acquiring academic knowledge as measured by standardized achievement tests (Miller, Nevado-Montenegro, & Hinshaw, 2012), whereas organization/ planning and inhibition are associated with school grades (Langberg, Dvorsky & Evans, 2013; Langberg et al…”
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- Authors
- Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., Swanson, J. M., Wigal, T., & Hechtman, L.
- Affiliations
- Cincinnati Children's Hospital Medical Center (US)
- University of Pittsburgh (US)
- The Ohio State University (US)
- University of California, Berkeley (US)
- University of California, Irvine (US)
- McGill University (CA)
- Corresponding author
- Langberg, Joshua M.
- ORCID
- Venue
- Journal of Clinical Child & Adolescent Psychology
- Publisher
- Informa UK Limited
- Published
- 2011-07
- Volume
- 40
- Issue
- 4
- Pages
- 519-531
- ISSN
- 1537-4416 (ISSN-L)
- 1537-4424
- PMC
- PMC3132152
- OpenAlex
- W2076986263
- Cited by
- 158
- References
- 47
- Citations by year
- 2026: 7 · 2025: 10 · 2024: 7 · 2023: 10 · 2022: 14 · 2021: 8 · 2020: 8 · 2019: 4 · 2018: 8 · 2017: 13 · 2016: 14 · 2015: 12 · 2014: 17 · 2013: 11 · 2012: 11
- FWCI
- 9.41
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Clinical Child & Adolescent Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health (n01mh12011-0-0-1, n01mh012009-007, n01mh12008-0-0-1, n01mh12010-0-0-1, n01mh12004-0-0-0, n01mh12007-0-0-0, n01mh012012-001)
- U.S. Public Health Service (HHSN271200800008-C, HHSN271200800005-C, HHSN271200800007-C, HHSN271200800003-C, HHSN271200800004-C)
- National Institute of Mental Health (U01MH50461, N01 MH012007, U01MH050467, N01 MH012009, U01 MH50477, N01 MH012011, U01MH050447, U01MH050440, N01 MH012012, U01MH050453, N01 MH012010, U01MH50467, U01MH050461, U01MH50453, U01MH050454, N01 MH012004, N01 MH012008)
- National Institute on Drug Abuse (HHSN271200800003C, HHSN271200800006C, N01 DA085550, N01 DA085552, HHSN271200800008C, N01 DA085549, HHSN271200800005C, N01 DA085551, N01 DA085548, HHSN271200800007C, HHSN271200800009C, N01 DA085553, N01 DA085554, HHSN271200800004C)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- attention deficit hyperactivity disorder, combined type ADHD, adolescent academic achievement, academic performance, standardized test scores, school grades, ADHD medication, special education services, classroom performance, homework completion, homework management, inattentive symptoms, mediation, childhood predictors
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Child, Child Behavior, Educational Measurement, Educational Status, Female, Humans, Male, Psychiatric Status Rating Scales, Wechsler Scales, Multivariate Analysis
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