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Cited by 130Attention Deficit Hyperactivity DisorderDevelopmental and Educational NeuropsychologyCognitive Abilities and Testing

Working memory and organizational skills problems in ADHD

Open access
Kofler, Michael J., Sarver, Dustin E., Harmon, Sherelle L., Moltisanti, Allison, Aduen, Paula A., Soto, Elia F., Ferretti, Nicole·2018·Journal of Child Psychology and Psychiatry
DOI 10.1111/jcpp.12773PMC PMC5729117
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Abstract

Background: This study tested model‐driven predictions regarding working memory's role in the organizational problems associated with ADHD . Method: Children aged 8–13 ( M = 10.33, SD = 1.42) with and without ADHD ( N = 103; 39 girls; 73% Caucasian/Non‐Hispanic) were assessed on multiple, counterbalanced working memory tasks. Parents and teachers completed norm‐referenced measures of organizational problems ( Children's Organizational Skills Scale; COSS ). Results: Results confirmed large magnitude working memory deficits ( d = 1.24) and organizational problems in ADHD ( d = 0.85). Bias‐corrected, bootstrapped conditional effects models linked impaired working memory with greater parent‐ and teacher‐reported inattention, hyperactivity/impulsivity, and organizational problems. Working memory predicted organization problems across all parent and teacher COSS subscales ( R 2 = .19–.23). Approximately 38%–57% of working memory's effect on organization problems was conveyed by working memory's association with inattentive behavior. Unique effects of working memory remained significant for both parent‐ and teacher‐reported task planning, as well as for teacher‐reported memory/materials management and overall organization problems. Attention problems uniquely predicted worse organizational skills. Hyperactivity was unrelated to parent‐reported organizational skills, but predicted better teacher‐reported task planning. Conclusions: Children with ADHD exhibit multisetting, broad‐based organizational impairment. These impaired organizational skills are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory's role in regulating attention. Impaired working memory in ADHD renders it extraordinarily difficult for these children to consistently anticipate, plan, enact, and maintain goal‐directed actions.

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Crossref · 10.1111/jcpp.12773

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Claims the paper makes

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  • Findingown data

    Attention problems predict parent- and teacher-reported organizational problems after accounting for working memory.

    “Attention problems uniquely predicted worse organizational skills.”
    • Also stated in: § Tier 2 Conditional Effects Models: Parent- and Teacher-Reported Organizational Problems · plain
      “After accounting for working memory, attention problems (b1 pathway) predicted parent- and teacher-reported organizational problems (p<.01).”
    Quote in the paperSubstantial claim
  • Findingown data

    Hyperactivity/impulsivity does not predict organizational problems.

    “Hyperactivity was unrelated to parent-reported organizational skills, but predicted better teacher-reported task planning.”
    • Also stated in: § Tier 2 Conditional Effects Models: Parent- and Teacher-Reported Organizational Problems · plain
      “Hyperactivity/impulsivity (b2 pathway) failed to predict organizational problems (p≥.22).”
    Quote in the paperSubstantial claim
  • Findingown data

    Less-developed working memory predicts greater hyperactivity/impulsivity in both parent and teacher models.

    “Bias-corrected, bootstrapped conditional effects models linked impaired working memory with greater parent- and teacher-reported inattention, hyperactivity/impulsivity, and organizational problems.”
    • Also stated in: § Tier 2 Conditional Effects Models: Parent- and Teacher-Reported Organizational Problems · plain
      “Less-developed working memory predicted greater attention problems (a1 pathway), hyperactivity/impulsivity (a2 pathway), and organizational problems (c pathway) for both parent and teacher models (p≤.01; Table 2).”
    Quote in the paperSubstantial claim
  • Findingown data

    Children with ADHD show large organizational problems, with a reported effect size of d=0.85.

    “Results confirmed large magnitude working memory deficits (d=1.24) and organizational problems in ADHD (d=0.85).”
    • Also stated in: § Tier 1 Between-Group Differences · plain
      “The ADHD group showed large working memory deficits (d=−1.24) and Total Organizational Problems (d=0.85; Table 1).”
    • Also stated in: § Discussion · plain
      “As expected, ADHD predicted large-magnitude organizational problems (d=0.85).”
    Quote in the paperSubstantial claim
  • Findingown data

    Working memory and other-informant ADHD symptoms explain 19%-23% of variance in children's organizational problems.

    “Working memory predicted organization problems across all parent and teacher COSS subscales (R2=.19–.23).”
    • Also stated in: § Tier 2 Conditional Effects Models: Parent- and Teacher-Reported Organizational Problems · plain
      “Working memory and other-informant ADHD symptoms explained 19%–23% of children’s organizational problems (R2=.19–.23, p<.05).”
    Quote in the paperSubstantial claim
  • May combine two claims. 31
  • Classified as probably not a substantial claim. 15

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    Findingown data

    After accounting for indirect effects, working memory continues to predict teacher-reported but not parent-reported organizational problems.

    “Unique effects of working memory remained significant for both parent- and teacher-reported task planning, as well as for teacher-reported memory/materials management and overall organization problems.”
    • Also stated in: § Tier 2 Conditional Effects Models: Parent- and Teacher-Reported Organizational Problems · plain
      “After accounting for these effects, working memory continued to predict teacher-reported (p<.01) but not parent-reported (p=.26) organizational problems.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Working memory indirectly predicts task planning and organized actions (both informants), and memory/materials management (parent model only), via its influence on attention.

    “In addition, working memory indirectly predicted task planning and organized actions (both informants), and memory/materials management (parent model only), via its influence on attention.”
    Quote in the paperSubstantial claim

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    Findingown data

    Even after accounting for ADHD symptoms, working memory remained a predictor of task planning as rated by parents and teachers, and of teacher-rated memory/materials management and overall organizational problems.

    “After accounting for working memory’s association with ADHD symptoms, working memory continued to predict parent- and teacher-reported task planning, as well as teacher-reported memory/materials management and overall organizational problems.”
    Quote in the paperSubstantial claim

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    Findingown data

    Hyperactivity was viewed as helpful for task planning, both on its own and when working memory was stronger.

    “Whereas attention problems were perceived as detrimental to task planning, hyperactivity appears to be viewed as facilitative, both directly and within the context of better-developed working memory.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Executive dysfunction contributes to organizational problems by interfering with opportunities to learn and practice age-expected task planning and materials/project management.

    “In this view, executive dysfunction contributes to organizational problems by interfering with opportunities to learn and practice age-expected task planning and materials/project management (Abikoff et al., 2013).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Abikoff et al., 2013

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    Premisecitation

    Organizational problems are a critical yet understudied area of impairment for children with ADHD.

    “Organizational problems are a critical yet understudied area of impairment for children with ADHD (Abikoff et al., 2013).”
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    • cites Abikoff et al., 2013

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    Premisecitation

    Recent conceptualizations highlight the role of executive dysfunction in ADHD-related organizational problems.

    “Recent conceptualizations highlight the role of executive dysfunction in ADHD-related organizational problems (Bikic et al., 2017); however, to our knowledge no study has examined this link directly.”
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    • cites Bikic et al., 2017

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    Premisecitation

    Organizational problems begin in elementary school for many children with ADHD and increase in severity as they progress in school.

    “Organizational problems begin in elementary school for many children with ADHD, and increase in severity as they progress in school (Booster et al., 2012; Langberg, Molina et al., 2011), experience higher workloads (Evans et al., 2005), and experience increased expectations for personal responsibility from teachers and parents (Meyer et al., 2004).”
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    • cites Booster et al., 2012

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    • cites Langberg, Molina et al., 2011

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    Interpretationown data

    Impaired organizational skills in ADHD are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory's role in regulating attention.

    “These impaired organizational skills are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory’s role in regulating attention.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    DSM-5 diagnostic criteria for ADHD include several symptoms related to disorganization.

    “The centrality of organization problems to ADHD is reflected in DSM-5 diagnostic criteria, which includes several symptoms related to disorganization (e.g., difficulty organizing tasks, failing to finish things; APA, 2013).”
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    • cites APA, 2013

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    Premisecitation

    Organizational problems continue into adulthood and portend academic underachievement and lower school grades concurrently and longitudinally into high school.

    “These organization problems continue into adulthood (Bikic et al., 2017), and portend academic underachievement (Kent et al., 2011) and lower school grades both concurrently (Langberg, Epstein et al., 2011) and longitudinally into high school (Langberg, Molina et al., 2011) – even for intellectually gifted children with ADHD (Leroux & Levitt-Perlman, 2000).”
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    • cites Bikic et al., 2017

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    • cites Kent et al., 2011

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    • cites Langberg, Epstein et al., 2011

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    Premisecitation

    Children with ADHD frequently misplace materials, come to class unprepared, and have messy and disorganized lockers, backpacks, and desks.

    “As a result, these children frequently misplace materials, come to class unprepared (Pelham et al., 2005), and have messy and disorganized lockers, backpacks, and desks (Atkins et al., 1989; Zentall et al., 1993).”
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    • cites Atkins et al., 1989

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    Premisecitation

    Psychostimulant medication improves but does not normalize organizational impairments in ADHD.

    “Psychostimulant medication appears to improve but not normalize these impairments (Abikoff et al., 2009).”
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    • cites Abikoff et al., 2009

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    Premisecitation

    Working memory glitches have been proposed as causal mechanisms expressed phenotypically as problems with task planning, managing deadlines, and misplacing materials.

    “In particular, ‘glitches’ in executive functions such as working memory have been proposed as causal mechanisms that are expressed phenotypically as problems with task planning, managing deadlines, and misplacing materials (Abikoff et al., 2013).”
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    • cites Abikoff et al., 2013

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    Interpretationown data

    Working memory's impact on teacher-reported organizational problems is both direct and indirect, whereas its impact on parent-reported organizational problems is primarily indirect through inattentive symptoms.

    “In other words, working memory’s impact on teacher-reported organizational problems is both direct and indirect, whereas its impact on parent-reported organizational problems is primarily indirect through its influence on inattentive symptoms.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisereasoning

    Organizational skills have become a frequent target of behavioral interventions.

    “Thus, it is not surprising that organizational skills have become a frequent target of behavioral interventions (Abikoff et al., 2013; Langberg et al., 2012).”
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    • cites Abikoff et al., 2013

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    • cites Langberg et al., 2012

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    Study design and conductcitation

    The participant-to-factor ratio was acceptable.

    “The participant (103) to factor (1) ratio was acceptable (Hogarty et al., 2005).”
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    • cites Hogarty et al., 2005

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    Premisecitation

    The computerized working memory tests differentiate ADHD and non-ADHD groups and predict hyperactivity, inattention, and impulsivity.

    “The Rapport et al. (2009) computerized working memory tests differentiate ADHD and non-ADHD groups (Kasper et al., 2012), and predict hyperactivity (Rapport et al., 2009), inattention (Kofler et al., 2010), and impulsivity (Raiker et al., 2012).”
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    • cites Kasper et al., 2012

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    • cites Rapport et al., 2009

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    • cites Kofler et al., 2010

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    Study design and conductcitation

    The study controlled for task impurity by selecting tasks differing on short-term memory modality, administering them on different days, and computing a weighted average based on intercorrelations.

    “We controlled for task impurity (Conway et al., 2005) by selecting tasks that differed on short-term memory modality (phonological vs. visuospatial), administering them on different days, and computing a weighted average based on the intercorrelations among scores at each set size (i.e., factor score).”
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    • cites Conway et al., 2005

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  • Classified as probably not a substantial claim.

    Study design and conductnone given

    To remove mono-informant bias, parent-reported ADHD symptoms were modeled to predict teacher-reported organizational problems, and vice versa.

    “To remove mono-informant bias, parent-reported ADHD symptoms were modeled to predict teacher-reported organizational problems, and vice versa.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation

    Pinpointing the brain mechanisms behind ADHD-related functional impairments might lead to better long-term results via treatments and accommodations informed by neuropsychology.

    “Identifying the neurocognitive mechanisms that underlie ADHD-related functional impairments has the potential to improve long-term outcomes in ADHD via neuropsychologically-informed intervention and accommodation development (Chacko et al., 2013).”
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    • cites Chacko et al., 2013

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    Interpretationcitation

    The finding of large organizational problems in ADHD is consistent with conceptual models and provides additional data confirming broad-based organizational problems in ADHD.

    “This finding is consistent with conceptual models that highlight organizational skills deficits (Abikoff et al., 2013), and provides additional data confirming broad-based organizational problems in ADHD (Langberg et al., 2012).”
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    • cites Abikoff et al., 2013

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    • cites Langberg et al., 2012

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    Study design and conductcitation

    The working memory tasks have internal consistency α=.82-.97, 1-3-week test-retest reliability .76-.90, and expected relations with criterion working memory complex span (r=.69) and updating tasks (r=.61).

    “Reliability and validity evidence includes internal consistency (α=.82–.97), 1–3-week test-retest reliability (.76–.90; Sarver et al., 2015), and expected relations with criterion working memory complex span (r=.69) and updating tasks (r=.61)(MASKED FOR REVIEW).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Sarver et al., 2015

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    Premisecitation

    Working memory strongly predicts math and ADHD-related reading deficits.

    “In addition, working memory strongly predicts math (Swanson & Kim, 2007) and ADHD-related reading deficits (Friedman et al., 2016).”
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    • cites Swanson & Kim, 2007

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    • cites Friedman et al., 2016

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    Study design and conductown data

    No univariate or multivariate outliers were identified.

    “No univariate/multivariate outliers were identified.”
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    Study design and conductown data

    Parent COSS data were missing for N=7 due to experimenter error, leaving N=96 for parent-COSS models.

    “Parent COSS data were missing for N=7 due to experimenter error (N=96 for parent-COSS models).”
    Quote in the paperNot a substantial claim

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    Study design and conductown data

    The ADHD and Non-ADHD groups did not differ proportionally in clinical disorders other than ADHD overall or across diagnostic categories.

    “Importantly, the ADHD and Non-ADHD groups did not differ proportionally in clinical disorders other than ADHD overall (χ2[1]=0.29, p=.59, ns), or across diagnostic categories (χ2[5]=5.11, p=.40, ns).”
    Quote in the paperSubstantial claim

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    Premisecitation

    Working memory serves as an interface between the environment and long-term memory and underlies learning skills including note-taking, listening comprehension, and following directions.

    “Relevant to pediatric ADHD, working memory serves as an interface between the environment and long-term memory (Baddeley, 2007) and underlies myriad learning skills, including note-taking (McIntyre, 1992), listening comprehension (McInnes et al., 2003), and following directions (Jaroslawska et al., 2016).”
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    • cites Baddeley, 2007

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    • cites McIntyre, 1992

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    • cites McInnes et al., 2003

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductcitation

    The COSS has 2-3-week test-retest reliability .88-.99 and internal consistency α=.89-.98.

    “The Children’s Organization Skills Scale (COSS; Abikoff & Gallagher, 2009) contains 66 (parent) and 42 (teacher) items that assess organizational problems in children ages 8–13 (2–3-week test-retest=.88–.99; α=.89–.98).”
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    • cites Abikoff & Gallagher, 2009

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    Premisecitation

    Working memory deficits are present in a substantial portion of children with ADHD and cannot be attributed to low motivation, visual inattention during testing, disinhibition, or inconsistent responding.

    “Working memory deficits are present in a substantial portion of children with ADHD (Kasper et al., 2012), and importantly cannot be attributable to low motivation (Dovis et al., 2012, 2013), visual inattention during testing (Kofler et al., 2010), disinhibition (Alderson et al., 2010), or inconsistent responding (Kofler et al., 2014).”
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    • cites Kasper et al., 2012

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    Study design and conductreasoning

    Bias-corrected, bootstrapped conditional effects modeling allows shared variance among predictors to be parsed according to theory and previous research.

    “Bias-corrected, bootstrapped conditional effects modeling was preferred because it allows shared variance among predictors to be parsed according to theory and previous research.”
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    Premisecitation

    Working memory serves a critical role in guiding everyday behavior, shows strong convergence with laboratory-based planning tests, and regulates forethought and planning necessary to coordinate in vivo data and metadata.

    “It serves a critical role in guiding everyday behavior, shows strong convergence with laboratory-based planning tests, and regulates the forethought and planning necessary to coordinate in vivo data and metadata (e.g., integrating the current step into the bigger picture/end goal; Baddeley, 2007).”
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    • cites Baddeley, 2007

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    Study design and conductown data

    The ADHD and non-ADHD groups did not differ in age, FSIQ, or SES, so no covariates were included in Tiers 2-3.

    “In contrast, the ADHD/Non-ADHD groups did not differ in age (d=−0.14), FSIQ (d=−0.25), or SES (d= −0.02)(pall>.24); therefore, no covariates were included in Tiers 2–3.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductcitation

    Expected effects were large-medium based on prior meta-analysis and medium organizational problems/ADHD symptom relations.

    “Large-medium effects were predicted based on large working memory/ADHD symptom (d≥2.0; Kasper et al., 2012) and medium organizational problems/ADHD symptom relations (r=.21–.30; McBurnett et al., 2014).”
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    • cites Kasper et al., 2012

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    • cites McBurnett et al., 2014

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    Study design and conductcitation

    About 42% of the ADHD group was taking stimulant medication, which matches population estimates, but this could have weakened the observed associations since cognitive testing occurred off medication while parent and teacher ratings might be affected by medication.

    “Approximately 42% of our ADHD sample was prescribed stimulant medication, which was broadly consistent with epidemiological estimates (39% to 69%; Froelich et al., 2007; Visser et al., 2014) but may have dampened association magnitudes when juxtaposing neurocognitive performance obtained off medication with parent/teacher perceptions that may be influenced by medication.”
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    • cites Froelich et al., 2007

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    • cites Visser et al., 2014

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    Interpretationcitation

    ADHD organizational difficulties are mostly a consequence of working memory impairments, which then harm the ability to sustain attention and stay engaged with tasks.

    “Overall, the current findings are consistent with model-driven predictions (Rapport et al., 2008), and suggest that organizational problems reflect, to a large extent, an outcome of impaired working memory processes that in turn negatively impact children’s ability to sustain attention and maintain consistent task engagement (McBurnett et al., 2014).”
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    • cites Rapport et al., 2008

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    • cites McBurnett et al., 2014

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    Premisecitation

    Children with ADHD frequently arrive at class without needed materials, keep messy desks or lockers, lose items, and need help to meet deadlines and turn in homework.

    “they often come to class unprepared, have disorganized desks/lockers, misplace materials, and require accommodations to manage deadlines and submit completed homework (Abikoff et al., 2012; Langberg et al., 2011; Power et al., 2006).”
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    • cites Abikoff et al., 2012

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    • cites Langberg et al., 2011

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    • cites Power et al., 2006 source

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    Study design and conductreasoning

    Because the ratings were cross-sectional and subjective, causal conclusions cannot be drawn, and the associations may be weakened by assessing cognition and organization in separate contexts.

    “Nevertheless, cross-sectional, subjective ratings disallow causal attributions, and effect sizes may be blunted by measuring cognitive abilities and organizational skills in different settings.”
    Quote in the paperNot a substantial claim

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    Study design and conductcitation

    The working memory tasks used here also align strongly with real-world ADHD-related difficulties in peer relationships, reading comprehension, parent-child relationship quality, academic productivity, and organizational skills.

    “The current study’s working memory tests also show strong convergence with ecologically-valid, ADHD-related impairments in peer functioning (Kofler et al., 2011), reading comprehension (Friedman et al., 2017), parent-child relationship quality, academic success/productivity (Kofler et al., 2016), and organizational skills (current study).”
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    • cites Kofler et al., 2011

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    • cites Friedman et al., 2017

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    • cites Kofler et al., 2016

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    Study design and conductreasoning

    Using subjective ratings of organization added error, such as halo effects or rater expectations, yet it also made the assessment more ecologically valid than analog tasks.

    “Our reliance on subjective organizational ratings introduced error (e.g., negative halo, rater expectation), but also improved ecological validity relative to analog measures.”
    Quote in the paperNot a substantial claim

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    Premisecitation

    Social problems in ADHD reflect performance rather than knowledge deficits.

    “This interpretation also parallels recent conceptualizations of social problems in ADHD as reflecting performance rather knowledge deficits (de Boo & Prins, 2007).”
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    • cites de Boo & Prins, 2007

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    Study design and conductreasoning

    Organizational knowledge was not measured, and explicit memory processes could not be excluded since the working memory tasks demanded shorter retention than long-term goals typically require.

    “Importantly, however, we did not assess organizational knowledge, and the role of explicit memory-related processes cannot be ruled out because our tests required children to retain information for a briefer duration than typically required for long-term goals and actions.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Organizational skills were still better than before after active treatment stopped.

    “At first glance, this hypothesis appears incongruent with Abikoff et al.’s (2013) report that organizational skills remained improved after the end of active treatment”
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  • The paper relies on this without support.

    Little is known about the mechanisms responsible for organizational deficits in ADHD.

    “Despite clear evidence of organizational deficits and promising efficacy of organizational interventions in ADHD, little is known about the underlying mechanisms responsible for these deficits.”

  • The paper relies on this without support.

    No prior study has directly examined the link between executive dysfunction and organizational problems in ADHD.

    “Recent conceptualizations highlight the role of executive dysfunction in ADHD-related organizational problems (Bikic et al., 2017); however, to our knowledge no study has examined this link directly.”

  • The paper relies on this without support.

    No prior study has investigated neurocognitive mechanisms associated with organizational problems in ADHD.

    “To our knowledge, no study has investigated neurocognitive mechanisms associated with organizational problems in ADHD.”
3 of 3

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?

  • High levels of cognitive heterogeneity are present in children with ADHD.

    “High levels of cognitive heterogeneity are present in children with ADHD (11, 12).”

    From Executive functioning in children with ADHD: Investigating the cross-method correlations between performance tests and rating scales (2024) · cites this paper as [11]

    The passage labeled Abstract > Conclusions says working-memory deficits occur in a substantial portion of children with ADHD, which supports variation in one cognitive ability. The paper does not establish high levels of heterogeneity across cognitive abilities more broadly. (LLM, conf=0.76)

    Experimental — accuracy not yet measured

  • The lack of ecological validity involved in EF cognitive tests may partly explain the lack of expected cross-methodological correlation.

    “As argued by Toplak et al. (13), Ledochowski, Andrade & Toplak (16), and Kofler et al. (11), the lack of ecological validity involved in EF cognitive tests may partly explain the lack of expected cross-methodological correlation.”

    From Executive functioning in children with ADHD: Investigating the cross-method correlations between performance tests and rating scales (2024) · cites this paper as Kofler et al. (11)

    The Discussion’s Limitations section says measuring cognitive abilities and organizational skills in different settings may blunt effect sizes, which partly supports a cross-method explanation. But the Discussion reports strong convergence between brief laboratory working-memory tests and ecologically valid impairments; it does not argue that the tests’ limited ecological validity explains a lack of correlation. Page numbers are unavailable in our copy. (LLM, conf=0.78)

    Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • ADHD subgroup girl percentages do not match the group total

    Minor

    The reported 37% girls among 68 children implies 25 girls. The inattentive and hyperactive/impulsive subgroups imply 12 and 1 girls, leaving 12 of 37 in the combined subgroup-about 32%, not the reported 34%.

1 of 1

Cites

Flagged first, then by citations

Research works printed but not linked: 6

  1. Abikoff H., 2009, COSS:Children's organizational skills scale
  2. Bunford N., 2014, Emotiondysregulation is associated with social impairment amongyoung adolescents with ADHD, Journal of Attention Disorders
  3. Diaz R.M., 1992, Mediation of self‐regulation through the use of private speech, International Journal of Cognitive Education and Mediated Learning, 2, 155
  4. Gadow K., 2002, Child symptom inventory 4: Screening and norms
  5. Kaufman A.S., 2014, Kaufman test of educational achievement
  6. Wechsler D., 2003, Wechsler intelligence scale for children

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Authors
Kofler, M. J., Sarver, D. E., Harmon, S. L., Moltisanti, A., Aduen, P. A., Soto, E. F., & Ferretti, N.
Affiliations
  • Florida State University (US)
  • University of Mississippi Medical Center (US)
  • University of Virginia (US)
Corresponding author
Kofler, Michael J.
ORCID
Venue
Journal of Child Psychology and Psychiatry
Publisher
Wiley
Published
2017-07-17
Volume
59
Issue
1
Pages
57-67
ISSN
  • 0021-9630 (ISSN-L)
  • 1469-7610
DOI
10.1111/jcpp.12773
PMC
PMC5729117
OpenAlex
W2735684501
Semantic Scholar
590842bd6b1d311f755e5b69ae3e3a03dfe6c20d
Cited by
125
References
82
Citations by year
2026: 14 · 2025: 23 · 2024: 16 · 2023: 21 · 2022: 12 · 2021: 16 · 2020: 11 · 2019: 3 · 2018: 8 · 2017: 1
FWCI
5.17
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Journal of Child Psychology and Psychiatry (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institutes of Health (R34 MH102499‐01)
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 › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Keywords
attention deficit hyperactivity disorder, working memory deficits, organizational skills, inattention, hyperactivity/impulsivity, task planning, parent and teacher ratings, children, attentional control
MeSH terms
Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Female, Humans, Male, Memory Disorders, Memory, Short-Term

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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.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-05.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-05.

Statistics and arithmetic are recomputed, not judged.

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