Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Attention-Deficit Hyperactivity Disorder (ADHD)...

volgende artikel Bending the Curve: A Community-Based Behavioral...

Tip

Swipe om te navigeren naar een ander artikel

09-06-2017 | Uitgave 3/2018

Applied Problem Solving in Children with ADHD: The Mediating Roles of Working Memory and Mathematical Calculation

Tijdschrift:: Journal of Abnormal Child Psychology > Uitgave 3/2018

Auteurs:: Lauren M. Friedman, Mark D. Rapport, Sarah A. Orban, Samuel J. Eckrich, Catrina A. Calub

» Toegang tot de volledige tekst krijgen

Abstract

The difficulties children with ADHD experience solving applied math problems are well documented; however, the independent and/or interactive contributions of cognitive processes underlying these difficulties are not fully understood and warrant scrutiny. The current study examines two primary cognitive processes integral to children’s ability to solve applied math problems: working memory (WM) and math calculation skills (i.e., the ability to utilize specific facts, skills, or processes related to basic math operations stored in long-term memory). Thirty-six boys with ADHD-combined presentation and 33 typically developing (TD) boys aged 8–12 years old were administered multiple counterbalanced tasks to assess upper (central executive [CE]) and lower level (phonological [PH STM] and visuospatial [VS STM] short-term memory) WM processes, and standardized measures of mathematical abilities. Bias-corrected, bootstrapped mediation analyses revealed that CE ability fully mediated between-group differences in applied problem solving whereas math calculation ability partially mediated the relation. Neither PH STM nor VS STM was a significant mediator. When modeled together via serial mediation analysis, CE in tandem with math calculation ability fully mediated the relation, explained 79% of the variance, and provided a more parsimonious explication of applied mathematical problem solving differences among children with ADHD. Results suggest that interventions designed to address applied math difficulties in children with ADHD will likely benefit from targeting basic knowledge of math facts and skills while simultaneously promoting the active interplay of these skills with CE processes.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Burlington: University of Vermont.

Alderson, R. M., Rapport, M. D., Hudec, K. L., Sarver, D. E., & Kofler, M. J. (2010). Competing core processes in attention-deficit/hyperactivity disorder (ADHD): Do working memory deficiencies underlie behavioral inhibition deficits? Journal of Abnormal Child Psychology, 38, 497–507. CrossRefPubMed

Alderson, R. M., Rapport, M. D., Kasper, L. J., Sarver, D. E., & Kofler, M. J. (2012). Hyperactivity in boys with attention deficit/hyperactivity disorder (ADHD): The association between deficient behavioral inhibition, attentional processes, and objectively measured activity. Child Neuropsychology, 18, 487–505. CrossRefPubMed

Alderson, R. M., Kasper, L. J., Patros, C. H., Hudec, K. L., Tarle, S. J., & Lea, S. E. (2015). Working memory deficits in boys with attention deficit/hyperactivity disorder (ADHD): An examination of orthographic coding and episodic buffer processes. Child Neuropsychology, 21, 509–530. CrossRefPubMed

Alloway, T. P., Elliott, J., & Place, M. (2010). Investigating the relationship between attention and working memory in clinical and community samples. Child Neuropsychology, 16, 242–254. CrossRefPubMed

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington: American Psychiatric Publishing. CrossRef

Antonini, T. N., Kingery, K. M., Narad, M. E., Langberg, J. M., Tamm, L., & Epstein, J. N. (2016). Neurocognitive and behavioral predictors of math performance in children with and without ADHD. Journal of Attention Disorders, 20, 108–118. CrossRefPubMed

Baddeley, A. (2007). Working memory, thought, and action. New York: Oxford University Press. CrossRef

Bálint, S., Czobor, P., Komlosi, S., Meszaros, A., Simon, V., & Bitter, I. (2009). Attention deficit hyperactivity disorder (ADHD): Gender-and age-related differences in neurocognition. Psychological Medicine, 39, 1337–1345. CrossRefPubMed

Barrouillet, P., & Lépine, R. (2005). Working memory and children’s use of retrieval to solve addition problems. Journal of Experimental Child Psychology, 91, 183–204. CrossRefPubMed

Brocki, K. C., & Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental Neuropsychology, 26, 571–593. CrossRefPubMed

Brocki, K. C., & Bohlin, G. (2006). Developmental change in the relation between executive functions and symptoms of ADHD and co-occurring behaviour problems. Infant and Child Development, 15, 19–40. CrossRef

Bull, R., Johnston, R. S., & Roy, J. A. (1999). Exploring the roles of the visual-spatial sketch pad and central executive in children's arithmetical skills: Views from cognition and developmental neuropsychology. Developmental Neuropsychology, 15, 421–442. CrossRef

Cedrus Corporation (2002). SuperLab Pro (Version 2) (Computer Software). San Pedro: Cedrus Corporation.

Colom, R., Abad, F. J., Rebollo, I., & Shih, P. C. (2005). Memory span and general intelligence: A latent-variable approach. Intelligence, 33, 623–642. CrossRef

Cowan, N. (2005). Working memory capacity. New York: Psychology Press. CrossRef

Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36, 455–464.

Dennis, M., Francis, D. J., Cirino, P. T., Schachar, R., Barnes, M. A., & Fletcher, J. M. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders. Journal of the International Neuropsychological Society, 15, 331–343. CrossRefPubMedPubMedCentral

Dirlikov, B., Rosch, K. S., Crocetti, D., Denckla, M. B., Mahone, E. M., & Mostofsky, S. H. (2015). Distinct frontal lobe morphology in girls and boys with ADHD. Neuroimage: Clinical, 7, 222–229. CrossRef

DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2013). Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46, 43–51. CrossRefPubMed

Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. (1999). Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General, 128, 309–331. CrossRef

Epstein, J. N., Langberg, J. M., Rosen, P. J., Graham, A., Narad, M. E., Antonini, T. N., et al. (2011). Evidence for higher reaction time variability for children with ADHD on a range of cognitive tasks including reward and event rate manipulations. Neuropsychology, 25, 427–441. CrossRefPubMedPubMedCentral

Fassbender, C., Zhang, H., Buzy, W. M., Cortes, C. R., Mizuiri, D., Beckett, L., & Schweitzer, J. B. (2009). A lack of default network suppression is linked to increased distractibility in ADHD. Brain Research, 1273, 114–128. CrossRefPubMedPubMedCentral

Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40, 49–65. CrossRefPubMed

Fried, R., Chan, J., Feinberg, L., Pope, A., Woodworth, K. Y., Faraone, S. V., & Biederman, J. (2016). Clinical correlates of working memory deficits in youth with and without ADHD: A controlled study. Journal of Clinical and Experimental Neuropsychology, 38, 487–496. CrossRefPubMedPubMedCentral

Friedman, L. M., Rapport, M. D., Raiker, J. S., Orban, S. A., & Eckrich, S. J. (2017). Reading comprehension in boys with ADHD: The mediating roles of working memory and orthographic conversion. Journal of Abnormal Child Psychology, 45, 273–287. CrossRefPubMed

Fritz, M. S., & MacKinnon, D. P. (2007). Required sample size to detect the mediated effect. Psychological Science, 18, 233–239. CrossRefPubMedPubMedCentral

Gadow, K., Sprafkin, J., Salisbury, H., Schneider, J., & Loney, J. (2004). Further validity evidence for the teacher version of the child symptom Inventory-4. School Psychology Quarterly, 19, 50–71. CrossRef

Gremillion, M. L., & Martel, M. M. (2012). Semantic language as a mechanism explaining the association between ADHD symptoms and reading and mathematics underachievement. Journal of Abnormal Child Psychology, 40, 1339–1349. CrossRefPubMedPubMedCentral

Groen, G. J., & Parkman, J. M. (1972). A chronometric analysis of simple addition. Psychological Review, 79, 329–343. CrossRef

Harvey, P. O., Le Bastard, G., Pochon, J. B., Levy, R., Allilaire, J. F., Dubois, B., & Fossati, P. (2004). Executive functions and updating of the contents of working memory in unipolar depression. Journal of Psychiatric Research, 38, 567–576. CrossRefPubMed

Hayes, A. F. (2009). Beyond baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76, 408–420. CrossRef

Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.

Hayes, A. F. (2014). PROCESS for SPSS (version 2.12.1) (computer software). http://www.processmacro.org/index.html.

Heathcote, D. (1994). The role of visuo-spatial working memory in the mental addition of multi-digit addends. Current Psychology of Cognition, 13, 207–245.

Hollingshead, A. (1975). Four factor index of social status. New Haven: Yale University, Department of Sociology.

Insel, T. R. (2014). The NIMH research domain criteria (RDoC) project: Precision medicine for psychiatry. American Journal of Psychiatry, 171, 395–397. CrossRefPubMed

Judge, S., & Watson, S. M. (2011). Longitudinal outcomes for mathematics achievement for students with learning disabilities. The Journal of Educational Research, 104, 147–157. CrossRef

Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133, 189–217. CrossRef

Karalunas, S. L., Huang-Pollock, C. L., & Nigg, J. T. (2013). Is reaction time variability in ADHD mainly at low frequencies? Journal of Child Psychology and Psychiatry, 54, 536–544. CrossRefPubMed

Kaufman, A. S., & Kaufman, N. L. (1998). Manual for the Kaufman test of educational achievement normative update (KTEA-I-NU). Circle Pines: American Guidance Service.

Kaufman, A. S., & Kaufman, N. L. (2004). Manual for the Kaufman test of educational achievement second edition (KTEA-II). Circle Pines: American Guidance Service.

Kaufman, J., Birmaher, B., Brent, D., Rao, U., Flynn, C., Moreci, P., et al. (1997). Schedule for affective disorders and schizophrenia for school-age children-present and lifetime version (K-SADS-PL): Initial reliability and validity data. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 980–988. CrossRefPubMed

Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., & Raiker, J. S. (2010). ADHD and working memory: The impact of central executive deficits and exceeding storage/rehearsal capacity on observed inattentive behavior. Journal of Abnormal Child Psychology, 38, 149–161. CrossRefPubMed

Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., Raiker, J. S., & Alderson, R. M. (2011). Working memory deficits and social problems in children with ADHD. Journal of Abnormal Child Psychology, 39, 805–817. CrossRefPubMed

Kofler, M. J., Alderson, R. M., Raiker, J. S., Bolden, J., Sarver, D. E., & Rapport, M. D. (2014). Working memory and intraindividual variability as neurocognitive indicators in ADHD: Examining competing model predictions. Neuropsychology, 28, 459–471. CrossRefPubMed

Kuhn, J. T., Ise, E., Raddatz, J., Schwenk, C., & Dobel, C. (2016). Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms. Zeitschrift für Kinder-und Jugendpsychiatrie und Psychotherapie, 44, 365–375. CrossRefPubMed

Luna, B., Minshew, N. J., Garver, K. E., Lazar, N. A., Thulborn, K. R., Eddy, W. F., & Sweeney, J. A. (2002). Neocortical system abnormalities in autism: An fMRI study of spatial working memory. Neurology, 59, 834–840. CrossRefPubMed

Maguin, E., & Loeber, R. (1996). Academic performance and delinquency. Crime and Justice, 20, 145–264. CrossRef

Mathews, R. M., Whang, P. L., & Fawcett, S. B. (1982). Behavioral assessment of occupational skills of learning disabled adolescents. Journal of Learning Disabilities, 15, 38–41. CrossRefPubMed

Menon, V. (2016). Working memory in children’s math learning and its disruption in dyscalculia. Current Opinion in Behavioral Sciences, 10, 125–132. CrossRef

Metcalfe, A. W., Ashkenazi, S., Rosenberg-Lee, M., & Menon, V. (2013). Fractionating the neural correlates of individual working memory components underlying arithmetic problem solving skills in children. Developmental Cognitive Neuroscience, 6, 162–175. CrossRefPubMed

Miller, G. A., & Chapman, J. P. (2001). Misunderstanding analysis of covariance. Journal of Abnormal Psychology, 110, 40–48. CrossRefPubMed

Molina, B. S., Hinshaw, S. P., Swanson, J. M., Arnold, L. E., Vitiello, B., Jensen, P. S., et al. (2009). The MTA at 8 years: Prospective follow-up of children treated for combined-type ADHD in a multisite study. Journal of the American Academy of Child & Adolescent Psychiatry, 48, 484–500. CrossRef

National Longitudinal Transition Study 2. (2009). Postsecondary education 4-year college/university (Combined young adult and parent items) table 194. http://www.nlts2.org/data_tables/tables/14/np5S5p_K8kfrm.html.

Peterson, R. L., Boada, R., McGrath, L. M., Willcutt, E. G., Olson, R. K., & Pennington, B. F. (2016). Cognitive prediction of reading, math, and attention shared and unique influences. Journal of Learning Disabilities: Advanced Online Publication.

Power, T. J. (1992). Contextual factors in vigilance testing of children with ADHD. Journal of Abnormal Child Psychology, 20, 579–593. CrossRefPubMed

Raiker, J. S., Rapport, M. D., Kofler, M. J., & Sarver, D. E. (2012). Objectively-measured impulsivity and attention-deficit/hyperactivity disorder (ADHD): Testing competing predictions from the working memory and behavioral inhibition models of ADHD. Journal of Abnormal Child Psychology, 40, 699–713. CrossRefPubMed

Rapport, M. D., Alderson, R. M., Kofler, M. J., Sarver, D. E., Bolden, J., & Sims, V. (2008). Working memory deficits in boys with attention-deficit/hyperactivity disorder (ADHD): The contribution of central executive and subsystem processes. Journal of Abnormal Child Psychology, 36, 825–837. CrossRefPubMed

Rapport, M. D., Bolden, J., Kofler, M. J., Sarver, D. E., Raiker, J. S., & Alderson, R. M. (2009a). Hyperactivity in boys with attention-deficit/hyperactivity disorder (ADHD): A ubiquitous core symptom or manifestation of working memory deficits? Journal of Abnormal Child Psychology, 37, 521–534. CrossRefPubMed

Rapport, M. D., Kofler, M. J., Alderson, R. M., Timko Jr., T., & DuPaul, G. J. (2009b). Variability of attention processes in ADHD: Observations from the classroom. Journal of Attention Disorders, 12, 563–573. CrossRefPubMed

Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical Psychology Review, 33, 1237–1252. CrossRefPubMed

Re, A. M., Lovero, F., Cornoldi, C., & Passolunghi, M. C. (2016). Difficulties of children with ADHD symptoms in solving mathematical problems when information must be updated. Research in Developmental Disabilities, 59, 186–193. CrossRefPubMed

Rennie, B., Beebe-Frankenberger, M., & Swanson, H. L. (2014). A longitudinal study of neuropsychological functioning and academic achievement in children with and without signs of attention-deficit/hyperactivity disorder. Journal of Clinical and Experimental Neuropsychology, 36, 621–635. CrossRefPubMed

Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24, 1301–1308. CrossRefPubMed

Rogers, M., Hwang, H., Toplak, M., Weiss, M., & Tannock, R. (2011). Inattention, working memory, and academic achievement in adolescents referred for attention deficit/hyperactivity disorder (ADHD). Child Neuropsychology, 17, 444–458. CrossRefPubMed

Rosen, V. M., & Engle, R. W. (1997). Forward and backward serial recall. Intelligence, 25, 37–47. CrossRef

Sarver, D. E., Rapport, M. D., Kofler, M. J., Raiker, J. S., & Friedman, L. M. (2015). Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Impairing deficit or compensatory behavior? Journal of Abnormal Child Psychology , 43, 1219–1232.

Sarver, D. E., Rapport, M. D., Kofler, M. J., Scanlan, S. W., Raiker, J. S., Altro, T. A., & Bolden, J. (2012). Attention problems, phonological short-term memory, and visuospatial short-term memory: Differential effects on near-and long-term scholastic achievement. Learning and Individual Differences, 22, 8–19. CrossRef

Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7, 422–445. CrossRefPubMed

Simmons, F. R., Willis, C., & Adams, A. M. (2012). Different components of working memory have different relationships with different mathematical skills. Journal of Experimental Child Psychology, 111, 139–155. CrossRefPubMed

Swanson, H. L., & Fung, W. (2016). Working memory components and problem-solving accuracy: Are there multiple pathways? Journal of Educational Psychology, 108, 1153–1177. CrossRef

Swanson, H. L., & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature. Review of Educational Research, 76, 249–274. CrossRef

Swanson, L., & Kim, K. (2007). Working memory, short-term memory, and naming speed as predictors of children's mathematical performance. Intelligence, 35, 151–168. CrossRef

Swanson, H. L., & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of Experimental Child Psychology, 79, 294–321. CrossRefPubMed

Swanson, H. L., Jerman, O., & Zheng, X. (2008). Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 100, 343–379. CrossRef

Tannock, R., Ickowicz, A., & Schachar, R. (1995). Differential effects of methylphenidate on working memory in ADHD children with and without comorbid anxiety. Journal of the American Academy of Child & Adolescent Psychiatry, 34, 886–896. CrossRef

Tillman, C., Eninger, L., Forssman, L., & Bohlin, G. (2011). The relation between working memory components and ADHD symptoms from a developmental perspective. Developmental Neuropsychology, 36, 181–198. CrossRefPubMed

Titz, C., & Karbach, J. (2014). Working memory and executive functions: Effects of training on academic achievement. Psychological Research, 78, 852–868. CrossRefPubMed

Van der Oord, S., Prins, P. J., Oosterlaan, J., & Emmelkamp, P. M. (2008). Efficacy of methylphenidate, psychosocial treatments and their combination in school-aged children with ADHD: A meta-analysis. Clinical Psychology Review, 28, 783–800. CrossRefPubMed

Vile Junod, R. E., DuPaul, G. J., Jitendra, A. K., Volpe, R. J., & Cleary, K. S. (2006). Classroom observations of students with and without ADHD: Differences across types of engagement. Journal of School Psychology, 44, 87–104. CrossRef

Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed.). San Antonio: Psychological Corporation.

Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A meta-analytic review. Biological Psychiatry, 57, 1336–1346. CrossRefPubMed

Williamson, D., & Johnston, C. (2015). Gender differences in adults with attention-deficit/hyperactivity disorder: A narrative review. Clinical Psychology Review, 40, 15–27. CrossRefPubMed

Zentall, S. S., & Ferkis, M. A. (1993). Mathematical problem solving for youth with ADHD, with and without learning disabilities. Learning Disability Quarterly, 16, 6–18. CrossRef

Titel: Applied Problem Solving in Children with ADHD: The Mediating Roles of Working Memory and Mathematical Calculation
Auteurs:: Lauren M. Friedman
Mark D. Rapport
Sarah A. Orban
Samuel J. Eckrich
Catrina A. Calub
Publicatiedatum: 09-06-2017
DOI: https://doi.org/10.1007/s10802-017-0312-7
Uitgeverij: Springer US
Tijdschrift: Journal of Abnormal Child Psychology An official publication of the International Society for Research in Child and Adolescent Psychopathology
Uitgave 3/2018
Print ISSN: 0091-0627
Elektronisch ISSN: 1573-2835

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 3/2018

Maternal Executive Functioning and Scaffolding in Families of Children with and without Parent-Reported ADHD

Treatment Effect on Recidivism for Juveniles Who Have Sexually Offended: a Multilevel Meta-Analysis

Bending the Curve: A Community-Based Behavioral Parent Training Model to Address ADHD-Related Concerns in the Voluntary Sector in Denmark

Parenting Stress through the Lens of Different Clinical Groups: a Systematic Review & Meta-Analysis

Emotion-Focused Cognitive-Behavioral Therapy for Youth with Anxiety Disorders: A Randomized Trial

Correction to: Emotion Regulation via the Autonomic Nervous System in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)