Elementary school students with AD/HD: predictors of academic achievement
Elementary school students with AD/HD: predictors of academic achievement
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DOI：
10.1016/j.jsp.2004.05.001
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发表时间：
2004-07-01
影响因子：
5
通讯作者：
Gruber, R
中科院分区：
文献类型：
--
作者：
DuPaul, GJ;Volpe, RJ;Gruber, R
学习成绩不佳通常与注意力缺陷/多动障碍（AD/HD）有关；然而，除AD/HD症状和认知介质外，变量的作用尚不清楚。此外，预测模型是否存在差异(a)相对于非ad /HD学生，(b)数学和阅读之间，以及(c)基于如何定义成就尚未得到检验。在两组一至四年级儿童（136名患有AD/HD， 53名没有AD/HD）的样本中，研究了多种测量方法（例如，教师评分和行为观察）作为数学和阅读同步成就结果（标准化成就测试分数和报告卡成绩）的预测因素。教师对学业技能的看法是两组学生成绩测试成绩的最强预测因素，而学业技能和促进因素对AD/HD儿童的阅读成绩单成绩有影响，但对正常儿童没有影响。本文还讨论了这些发现对AD/HD学生的校本评估和干预的意义。(C) 2004年学校心理研究学会。Elsevier Ltd.出版。版权所有。
Academic underachievement frequently is associated with attention-deficit/hyperactivity disorder (AD/HD); however, the role of variables beyond AD/HD symptoms and cognitive mediators is unknown. Further, whether prediction models vary (a) relative to non-AD/HD students, (b) between math and reading, and (c) based on how achievement is defined has not been examined. Multiple measures (e.g., teacher ratings and behavior observations) were examined as predictors for concurrent achievement outcomes (standardized achievement test scores and report card grades) in math and reading in two samples of 1st through 4th grade children (136 with AD/HD, 53 without AD/HD). Teacher perceptions of academic skills were the strongest predictors of achievement test scores for both groups, while academic skills and enablers accounted for reading report card grades in children with AD/HD but not their normal counterparts. Implications of these findings for school-based assessment and intervention for students with AD/HD are discussed. (C) 2004 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.