This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Zentall, S. S. Articles by Wieczorek, C. Search for Related Content PubMed PubMed Citation Articles by Zentall, S. S. Articles by Wieczorek, C. Social Bookmarking                         What's this?

Mathematical Outcomes of Attention-Deficit Hyperactivity Disorder

Sydney S. Zentall is a professor of special education and psychological sciences in the Department of Educational Studies at Purdue University. For over two decades she has been studying attention deficit disorders—their outcomes and interventions.

Yvonne N. Smith

Yvonne N. Smith is assistant director and senior counselor for the ALSE Clemente Center in East Chicago, Indiana, a United Way community agency serving Lake County.

Yung-bin B. Lee

Yung-bin B. Lee is an assistant professor of education at Drake University, Department of Research and Instructional Design, Des Moines, Iowa. His research interests focus on instructional technology for special education.

Cheryl Wieczorek

Cheryl Wieczorek is currently a doctoral student in the Department of Educational Studies at Purdue University. Address: Sydney S. Zentall, Department of Educational Studies, #1446 Liberal Arts and Education Building, Purdue University, West Lafayette, IN 47907.

We assessed the academic performance and behavior of 121 nondisabled elementary boys and 107 boys with attention-deficit hyperactivity disorder (ADHD), ages 7.4 through 14.5 years. Students completed computer-generated tasks of reading, computation, and math problem solving, and we recorded two performance measures (accuracy and speed) and three behavioral measures (vocalizations, head movements, and bottom movements). Our purpose was to determine the effects of ADHD on conceptual and computational math. For greater precision than has been available in past math research, we held reading and problem structure constant, while recording speed of processing, number recognition, and motor response. Our analysis yielded significantly lower problem-solving scores in specific math concepts and slower computational performance for the boys with ADHD. These findings demonstrated the educational implications of attention deficit disorders for mathematical skill and the need for interventions that are geared more specifically to these deficits, and that also provide accommodations for reading complexity and length, visual—motor skill, feedback, and self-pacing.

Journal of Learning Disabilities, Vol. 27, No. 8, 510-519 (1994)
DOI: 10.1177/002221949402700806


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				K. Raghubar, P. Cirino, M. Barnes, L. Ewing-Cobbs, J. Fletcher, and L. Fuchs Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties J Learn Disabil, July 1, 2009; 42(4): 356 - 371. [Abstract] [PDF]

				A. S. Preston, S. C. Heaton, S. J. McCann, W. D. Watson, and G. Selke The Role of Multidimensional Attentional Abilities in Academic Skills of Children With ADHD J Learn Disabil, May 1, 2009; 42(3): 240 - 249. [Abstract] [PDF]

				T. W. Frazier, E. A. Youngstrom, J. J. Glutting, and M. W. Watkins ADHD and Achievement: Meta-Analysis of the Child, Adolescent, and Adult Literatures and a Concomitant Study With College Students J Learn Disabil, February 1, 2007; 40(1): 49 - 65. [Abstract] [PDF]