Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD

被引：23

作者：

Antonini, Tanya N. ^{[1
]}

Kingery, Kathleen M. ^{[1
]}

Narad, Megan E. ^{[1
]}

Langberg, Joshua M. ^{[2
]}

Tamm, Leanne ^{[3
]}

Epstein, Jeffery N. ^{[3
]}

机构：

[1] Cincinnati Childrens Hosp Med Ctr, Ctr ADHD, Dept Pediat, Cincinnati, OH 45229 USA

[2] Virginia Commonwealth Univ, Dept Psychol, Richmond, VA 23284 USA

[3] Cincinnati Childrens Hosp Med Ctr, Dept Pediat, Cincinnati, OH 45229 USA

来源：

JOURNAL OF ATTENTION DISORDERS | 2016年 / 20卷 / 02期

基金：

美国国家卫生研究院;

关键词：

ADHD; math achievement; neurocognition; curriculum-based measurement; working memory; behavioral attention; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; EXECUTIVE FUNCTION DEFICITS; PROSPECTIVE FOLLOW-UP; WORKING-MEMORY; ACADEMIC-ACHIEVEMENT; RESEARCH CRITERIA; HYPERACTIVITY; IMPACT; TASKS; MATHEMATICS;

D O I：

10.1177/1087054713504620

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Objective: This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD. Method: Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task. Results: Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Conclusion: Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD.

引用

页码：108 / 118

页数：11

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