Writing abilities longitudinally predict academic outcomes of adolescents with ADHD.
Writing abilities longitudinally predict academic outcomes of adolescents with ADHD.
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写作能力纵向预测患有多动症的青少年的学业成绩。
DOI：
10.1037/spq0000143
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Evans,StevenW
中科院分区：
文献类型：
--
作者：
Molitor,StephenJ;Langberg,JoshuaM;Bourchtein,Elizaveta;Eddy,LauraD;Dvorsky,MelissaR;Evans,StevenW
患有注意力缺陷/多动障碍（ADHD）的学生通常会经历一系列负面的学业成绩，而阅读和数学能力的缺陷会导致这些学业障碍。患有多动症的学生可能在书面表达方面也有困难，但这方面的研究很少，也不清楚书面表达能力是否对多动症学生的学业功能有独特的影响。目前的研究包括104名被诊断患有多动症的中学生（6-8年级）。在控制阅读能力和其他相关协变量后，研究人员对参与者进行了纵向跟踪，以评估基线时的书面表达能力是否能预测18个月后学生的平均绩点（GPA）和家长对学业障碍的评分。书面表达能力纵向预测学业成绩高于ADHD和对立违抗性障碍症状、药物使用、阅读能力、GPA基线值和家长评定的学业障碍。后续分析显示，书面表达的任何一个方面都不明显比其他方面对学业成绩的影响更大，这表明写作作为一个整个过程应该是干预的重点。
Students with attention-deficit/hyperactivity disorder (ADHD) often experience a host of negative academic outcomes, and deficits in reading and mathematics abilities contribute to these academic impairments. Students with ADHD may also have difficulties with written expression, but there has been minimal research in this area and it is not clear whether written expression abilities uniquely contribute to the academic functioning of students with ADHD. The current study included a sample of 104 middle school students diagnosed with ADHD (Grades 6–8). Participants were followed longitudinally to evaluate whether written expression abilities at baseline predicted student grade point average (GPA) and parent ratings of academic impairment 18 months later, after controlling for reading ability and additional relevant covariates. Written expression abilities longitudinally predicted both academic outcomes above and beyond ADHD and oppositional defiant disorder symptoms, medication use, reading ability, and baseline values of GPA and parent-rated academic impairment. Follow-up analyses revealed that no single aspect of written expression was demonstrably more impactful on academic outcomes than the others, suggesting that writing as an entire process should be the focus of intervention.
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