What Specific Facets of Executive Function are Associated with Academic Functioning in Youth with Attention-Deficit/Hyperactivity Disorder?
What Specific Facets of Executive Function are Associated with Academic Functioning in Youth with Attention-Deficit/Hyperactivity Disorder?
复制标题
执行功能的哪些具体方面与注意力缺陷/多动障碍青少年的学习功能有关？
DOI：
10.1007/s10802-013-9750-z
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发表时间：
2013-10-01
影响因子：
3.6
通讯作者：
Evans, Steven W.
中科院分区：
文献类型：
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作者：
Langberg, Joshua M.;Dvorsky, Melissa R.;Evans, Steven W.
该研究的目的是评估 94 名患有注意力缺陷/多动障碍（ADHD；Mage = 11.9；78% 男性；21% 少数族裔）的中学生样本的执行功能 (EF) 评分与学业功能之间的关系。这项研究建立在先前工作的基础上，评估了家长和老师在执行功能行为评级清单 (BRIEF) 上对 EF 多个具体方面（例如工作记忆、抑制、计划和组织）之间的关联，以及多种学术成果，包括学校成绩和家庭作业问题。此外，这项研究还检验了 EF 与 ADHD 症状之外的学业成绩之间的关系，并控制了许多潜在的重要协变量，包括智力和成绩分数。由家长和老师评定的 EF 规划和组织子量表预测学校成绩高于 ADHD 症状和相关协变量。家长对青少年在任务/情况之间有效过渡的能力的评分（转变子量表）也可以预测学校成绩。家长评价的注意力不集中、多动/冲动、计划和组织能力等症状在预测家庭作业问题的最终模型中非常重要。相比之下，只有注意力不集中的症状和来自BRIEF的材料组织子量表在预测家庭作业问题的教师模型中才显着。对于患有多动症的中学生来说，组织和计划能力是其学业功能的一个非常重要的方面。讨论了这些发现对 EF 测量的影响，特别是组织和规划能力，以及对干预的潜在影响。
The purpose of the study was to evaluate the relation between ratings of Executive Function (EF) and academic functioning in a sample of 94 middle-school-aged youth with Attention-Deficit/Hyperactivity Disorder (ADHD; Mage = 11.9; 78 % male; 21 % minority). This study builds on prior work by evaluating associations between multiple specific aspects of EF (e.g., working memory, inhibition, and planning and organization) as rated by both parents and teachers on the Behavior Rating Inventory of Executive Function (BRIEF), with multiple academic outcomes, including school grades and homework problems. Further, this study examined the relationship between EF and academic outcomes above and beyond ADHD symptoms and controlled for a number of potentially important covariates, including intelligence and achievement scores. The EF Planning and Organization subscale as rated by both parents and teachers predicted school grades above and beyond symptoms of ADHD and relevant covariates. Parent ratings of youth's ability to transition effectively between tasks/situations (Shift subscale) also predicted school grades. Parent-rated symptoms of inattention, hyperactivity/impulsivity, and planning and organization abilities were significant in the final model predicting homework problems. In contrast, only symptoms of inattention and the Organization of Materials subscale from the BRIEF were significant in the teacher model predicting homework problems. Organization and planning abilities are highly important aspects academic functioning for middle-school-aged youth with ADHD. Implications of these findings for the measurement of EF, and organization and planning abilities in particular, are discussed along with potential implications for intervention.