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 Frazier, T. W. Articles by Watkins, M. W. Search for Related Content PubMed PubMed Citation Articles by Frazier, T. W. Articles by Watkins, M. W. Pubmed/NCBI databases Medline Plus Health Information Attention Deficit Hyperactivity Disorder Social Bookmarking                   What's this?

ADHD and Achievement

Meta-Analysis of the Child, Adolescent, and Adult Literatures and a Concomitant Study With College Students

The Cleveland Clinic, fraziet2{at}ccf.org

Eric A. Youngstrom

University of North Carolina at Chapel Hill

Joseph J. Glutting

University of Delaware

Marley W. Watkins

School Psychology Program at the Pennsylvania State University, American Board of Professional Psychology

This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD (sample weighted r = .32, sample weighted d = . 71; p = .001). Effects were also examined according to the moderators of age, gender, achievement domain (reading, math, spelling), measurement method (standardized tests vs. grades, parent/teacher ratings, etc.), sample type (clinical vs. nonclinical), and system used to identify ADHD (DSM-III-R vs. DSM-IV). Significant differences emerged from the moderator comparisons. The second study, using averaged effect sizes from the first study as a baseline for comparison, investigated achievement levels for an understudied age group with ADHD, namely, college students. Unlike previous studies at the college level, the sample incorporated both student and parent ratings (N = 380 dyads). The results were comparable to outcomes from the meta-analysis for college students and adults. Analyses demonstrated modest (R = .21) but meaningful predictive validity across 1 year to end-of-first-year grades. However, unlike earlier studies with children and adolescents, student ratings were as predictive as parent ratings. Findings are discussed in terms of the impact of moderator variables on ADHD and achievement.

Journal of Learning Disabilities, Vol. 40, No. 1, 49-65 (2007)
DOI: 10.1177/00222194070400010401


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

This article has been cited by other articles:

				R. J. Gropper and R. Tannock A Pilot Study of Working Memory and Academic Achievement in College Students With ADHD J Atten Disord, May 1, 2009; 12(6): 574 - 581. [Abstract] [PDF]

				A. M. Re, M. Caeran, and C. Cornoldi Improving Expressive Writing Skills of Children Rated for ADHD Symptoms J Learn Disabil, November 1, 2008; 41(6): 535 - 544. [Abstract] [PDF]

				T. R. Konold and J. J. Glutting ADHD and Method Variance: A Latent Variable Approach Applied to a Nationally Representative Sample of College Freshmen J Learn Disabil, September 1, 2008; 41(5): 405 - 416. [Abstract] [PDF]

				N. Gregg, D. L. Bandalos, C. Coleman, J. M. Davis, K. Robinson, and J. Blake The Validity of a Battery of Phonemic and Orthographic Awareness Tasks for Adults With and Without Dyslexia and Attention Deficit/Hyperactivity Disorder Remedial and Special Education, June 1, 2008; 29(3): 175 - 190. [Abstract] [PDF]