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 Predicting ADHD Symptoms in Adolescence from Ea...

volgende artikel Preventing Conduct Disorder and Callous Unemoti...

Tip

Swipe om te navigeren naar een ander artikel

29-03-2017 | Uitgave 2/2018

Low Working Memory rather than ADHD Symptoms Predicts Poor Academic Achievement in School-Aged Children

Tijdschrift:: Journal of Abnormal Child Psychology > Uitgave 2/2018

Auteurs:: Ashley N. Simone, David J. Marks, Anne-Claude Bédard, Jeffrey M. Halperin

» Toegang tot de volledige tekst krijgen

Abstract

This study examined whether working memory (WM), inattentive symptoms, and/or hyperactive/impulsive symptoms significantly contributed to academic, behavioral, and global functioning in 8-year-old children. One-hundred-sixty 8-year-old children (75.6% male), who were originally recruited as preschoolers, completed subtests from the Wechsler Intelligence Scale for Children–Fourth Edition, Integrated and Wechsler Individual Achievement Test–Second Edition to assess WM and academic achievement, respectively. Teachers rated children’s academic and behavioral functioning using the Vanderbilt Rating Scale. Global functioning, as rated by clinicians, was assessed by the Children’s Global Assessment Scale. Multiple linear regressions were completed to determine the extent to which WM (auditory-verbal and visual-spatial) and/or inattentive and hyperactive/impulsive symptom severity significantly contributed to academic, behavioral, and/or global functioning. Both auditory-verbal and visual-spatial WM but not ADHD symptom severity, significantly and independently contributed to measures of academic achievement (all p < 0.01). In contrast, both WM and inattention symptoms (p < 0.01), but not hyperactivity-impulsivity (p > 0.05) significantly contributed to teacher-ratings of academic functioning. Further, inattention and hyperactivity/impulsivity (p < 0.04), but not WM (p > 0.10) were significantly associated with teacher-ratings of behavioral functioning and clinician-ratings of global functioning. Taken together, it appears that WM in children may be uniquely related to academic skills, but not necessarily to overall behavioral functioning.

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

Abikoff, H., Courtney, M., Pelham Jr., W. E., & Koplewicz, H. S. (1993). Teachers’ ratings of disruptive behaviors: The influence of halo effects. Journal of Abnormal Child Psychology, 21, 519–533. CrossRefPubMed

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. doi: 10.1007/s10802-010-9387-0. CrossRefPubMed

Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20–29. CrossRefPubMed

Alloway, T. P., Gathercole, S. E., & Elliott, J. (2010). Examining the link between working memory behavior and academic attainment in children with ADHD. Developmental Medicine and Child Neurology, 52, 632–636. doi: 10.1111/j.1469-8749.2009.03603. CrossRefPubMed

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association. CrossRef

Baddeley, A. D., & Hitch, G. (1974). Working memory. Psychology of Learning and Motivation, 8, 47–89. doi: 10.1016/S0079-7421(08)60452-1. CrossRef

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive function: Constructing a unified theory of ADHD. Psychological Bulletin, 121, 65–94. doi: 10.1037/0033-2909.121.1.65. CrossRefPubMed

Barkley, R. A., & Fischer, M. (2011). Predicting impairment in major life activities and occupational functioning in hyperactive children as adults: Self-reported executive function (EF) deficits versus EF tests. Developmental Neuropsychology, 36, 137–161. CrossRefPubMed

Barkley, R. A., & Murphy, K. R. (2010). Impairment in occupational functioning and adult ADHD: The predictive utility of executive function (EF) ratings versus EF tests. Archives of Clinical Neuropsychology, 25, 157–173. CrossRefPubMedPubMedCentral

Bedard, A.-C., Martinussen, R., Ickowicz, A., & Tannock, R. (2004). Methylphenidate improves visual-spatial memory in children with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 260–280. doi: 10.1097/00004583-200403000-00006. CrossRefPubMed

Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399. CrossRefPubMed

Brady, S. A. (1991). The role of working memory in reading disability. Haskins Laboratories Status Report on Speech Research, 105(106), 9–22.

Castellanos, F. X., & Tannock, R. (2002). Neuroscience of attention-deficit/hyperactivity disorder: The search for endophenotypes. Nature Reviews Neuroscience, 3, 617–628. doi: 10.1038/nrn896. CrossRefPubMed

Chacko, A., Bedard, A.-C., Marks, D. J., Feirsen, N., Uderman, J. Z., Chimiklis, A., et al. (2014). A randomized clinical trial of Cogmed working memory training in school-age children with ADHD: A replication in a diverse sample using a control condition. Journal of Child Psychology and Psychiatry, 55, 247–255. doi: 10.1111/jcpp.12146. CrossRefPubMed

de Jong, C. G. W., Van De Voorde, S., Roeyers, H., Raymakers, R., Oosterlaan, J., & Sergeant, J. A. (2009). How distinctive are ADHD and RD? Results of a double dissociation study. Journal of Abnormal Child Psychology, 37, 1007–1017. doi: 10.1007/s10802-009-9328-y. CrossRefPubMedPubMedCentral

DeShazo, T., Lyman, R. D., & Grofer, L. (2002). Academic underachievement and ADHD: The negative impact of symptom severity on school performance. Journal of School Psychology, 40, 259–283. CrossRef

DuPaul, G. J., Power, T. J., Anastopoulus, A. D., & Reid, R. (1998). ADHD-rating scale-IV (for children and adolescents): Checklists, norms, and clinical interpretation. New York: Guilford Press.

Fair, D. A., Bathula, D., Nikolas, M. A., & Nigg, J. T. (2012). Distinct neuropsychological subgroups in typically-developing youth inform heterogeneity in children with ADHD. Proceedings of the National Academy of Sciences, 109, 6769–6774. doi: 10.1073/pnas.1115365109. CrossRef

Gau, S. S., & Chiang, H. (2013). Association between early attention-deficit/hyperactivity symptoms and current verbal and visuo-spatial short-term memory. Research in Developmental Disabilities, 34, 710–720. doi: 10.1016/j.ridd.2012.10.005. CrossRefPubMed

Gau, S. S., Chiu, C. D., Shang, C. Y., Cheng, A. T., & Soong, W. T. (2009). Executive function in adolescence among children with attention-deficit/hyperactivity disorder in Taiwan. Journal of Developmental & Behavioral Pediatrics, 30, 525–534. doi: 10.1097/DBP.0b013e3181c21c97. CrossRef

Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127–155. CrossRefPubMed

Holmes, J., Hilton, K. A., Place, M., Alloway, T. P., Elliott, J. G., & Gathercole, S. E. (2014). Children with low working memory and children with ADHD: Same or different? Frontiers in Human Neuroscience, 8, 1–13. doi: 10.3389/fnhum.2014.00976. CrossRef

Jorm, A. F. (1983). Specific reading retardation and working memory: A review. British Journal of Psychology, 74, 311–342. doi: 10.1111/j.2044-8295.1983.tb01865.x. CrossRefPubMed

Kaplan, E., Fein, D., Kramer, J., Morris, R., Delis, D., & Maerlender, A. (2004). Wechsler intelligence scale for children – Fourth edition integrated (WISC-IV integrated). San Antonio: The Psychological Corporation.

Kasper, L. J., Alderson, R. M., & Hudec, K. L. (2012). Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): A meta-analytic review. Clinical Psychology Review, 32, 605–617. doi: 10.1016/j.cpr.2012.07.001. CrossRefPubMed

Kaufman, J., Birmaher, B., Brent, D., Rao, U., & Ryan, N. (1996). The schedule for affective disorders and schizophrenia for school-aged children and lifetime version (version 1.0). Pittsburgh: Department of Psychiatry, University of Pittsburgh School of Medicine.

Kerns, K. A., McInerney, R. J., & Wilde, N. J. (2001). Time reproduction, working memory, and behavioral inhibition in children with ADHD. Child Neuropsychology, 7, 21–31. doi: 10.1076/chin.7.1.21.3149. CrossRefPubMed

Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Ambulatory Pediatrics, 7, 82–90. CrossRefPubMed

Martinussen, R., Hayden, J., & Hogg-Johnson, S. T. R. (2005). A meta-analysis of working memory impairments in children with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 377–384. doi: 10.1097/01.chi.0000153228.72591.73. CrossRefPubMed

McInnes, A., Humphries, T., Hogg-Johnson, S., & Tannock, R. (2003). Listening comprehension and working memory are impaired in attention-deficit hyperactivity disorder irrespective of language impairment. Journal of Abnormal Child Psychology, 31, 427–443. doi: 10.1023/A:1023895602957. CrossRefPubMed

McLean, J. F., & Hitch, G. J. (1999). Working memory impairments in children with specific arithmetic learning difficulties. Journal of Experimental Child Psychology, 74, 240–260. CrossRefPubMed

Nigg, J. T., Willcutt, E. G., Doyle, A. E., & Sonuga-Barke, E. J. S. (2005). Causal heterogeneity in attention-deficit/hyperactivity disorder: Do we need neuropsychologically impaired subtypes? Biological Psychiatry, 57, 1224–1230. doi: 10.1016/j.biopsych.2004.08.025. CrossRefPubMed

Nikolas, M. A., & Nigg, J. T. (2013). Neuropsychological performance and attention-deficit hyperactivity disorder subtypes and symptom dimensions. Neuropsychology, 27, 107–120. doi: 10.1037/a0030685. CrossRefPubMed

Nikolas, M. A., & Nigg, J. T. (2015). Moderators of neuropsychological mechanism in attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 43, 271–281. CrossRefPubMedPubMedCentral

Pastor, P. N., & Reuben, C. A. (2008). Diagnosed Attention Deficit Hyperactivity Disorder and Learning Disability: United States, 2004–2006. Data from the National Health Interview Survey. Vital and Health Statistics. Series 10, Number 237. Centers for Disease Control and Prevention. 1600 Clifton road, Atlanta, GA 30333.

Pliszka, S. R. (2000). Patterns of psychiatric comorbidity with attention-deficit/hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 9, 525–540. PubMed

Polanczyk, G., de Lima, M. S., Horta, B. L., Biderman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: A systematic review and metaregression analysis. American Journal of Psychiatry, 164, 942–948. CrossRefPubMed

Rajendran, K., Trampush, J. W., Rindskopf, D., Marks, D. J., O’Neill, S., & Halperin, J. M. (2013). Association between variation in neuropsychological development and trajectory of ADHD severity in early childhood. American Journal of Psychiatry, 170, 1205–1211. CrossRefPubMedPubMedCentral

Rapport, M. D., Chung, K. M., Shore, G., & Issacs, P. (2001). A conceptual model of child psychopathology: Implications for understanding attention deficit hyperactivity disorder and treatment efficacy. Journal of Clinical Child Psychology, 30, 48–58. doi: 10.1207/S15374424JCCP3001_6. CrossRefPubMed

Rapport, M. D., Bolder, J., Kofler, M. J., Sarver, D. E., Raiker, J. S., & Alderson, R. M. (2009). 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., 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. doi: 10.1016/j.cpr.2013.08.005. 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. doi: 10.1080/09297049.2010.544648. CrossRefPubMed

Schaffer, D., Gould, M. S., Brasic, J., Ambrosini, P., Fisher, P., Bird, H., & Aluwahlia, S. (1983). A children’s global assessment scale (CGAS). Archives of General Psychiatry, 40, 1228–1231. CrossRef

Schuchardt, K., Maehler, C., & Hasselhorn, M. (2008). Working memory deficits in children with specific learning disorders. Journal of Learning Disabilities, 41, 514–523. CrossRefPubMed

Selig, J. P., & Preacher, K. J. (2009). Mediation models for longitudinal data. Research in Human Development, 6, 144–164. doi: 10.1080/1542760000902911247. CrossRef

Simone, A. N., Bedard, A.-C., Marks, D. J., & Halperin, J. M. (2016). Good holders, bad shufflers: An examination of working memory processes and modalities among children with and without attention-deficit/hyperactivity disorder. Journal of the International Neuropsychological Society, 22, 1–11. CrossRefPubMed

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417–453. CrossRef

Sjowall, D., & Thorell, L. B. (2014). Functional impairments in attention deficit/hyperactivity disorder: The mediating role of neuropsychological functioning. Developmental Neuropsychology, 39, 187–204. doi: 10.1080/87565641.2014.886691. CrossRefPubMedPubMedCentral

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. doi: 10.1006/jecp.2000/2587. CrossRefPubMed

Trampush, J. W., Miller, C. J., Newcorn, J. H., & Halperin, J. M. (2009). The impact of childhood ADHD on dropping out of high school in urban adolescents/young adults. Journal of Attention Disorders, 13, 127–136. CrossRefPubMed

van Dongen-Boomsma, M., Vollebregt, M. A., Buitelaar, J. K., & Slaats-Willemse, D. (2014). Working memory training in young children with ADHD: A randomized placebo-controlled trial. Journal of Child Psychology and Psychiatry, 55, 886–896. doi: 10.1111/jcpp.12218. CrossRefPubMed

Visser, S. N., Danielson, M. L., Bitsko, R. H., Holbrook, J. R., Kogan, M. D., Ghandour, R., et al. (2014). Trends in the parent-report of health care provider-diagnosed and medicated attention-deficit/hyperactivity disorder: United States, 2003–2011. Journal of the American Academy of Child and Adolescent Psychiatry, 53, 34–46. doi: 10.1016/j.jaac.2013.09.001. CrossRefPubMed

Walkup, J. T., Stossel, L., & Rendleman, R. (2014). Beyond rising rates: Personalized medicine and public health approaches to the diagnosis and treatment of attention-deficit/hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 53, 14–16. doi: 10.1016/j.jaac.2013.10.008. CrossRefPubMed

Ware, A. L., Crocker, N., O'Brien, J. W., Deweese, B. N., Roesch, S. C., Coles, C. D., et al. (2012). Executive function predicts adaptive behavior in children with histories of heavy prenatal alcohol exposure and attention-deficit/hyperactivity disorder. Alcoholism: Clinical and Experimental Research, 36, 1431–1441. doi: 10.1111/j.1530-0277.2011.01718.x. CrossRef

Wechsler, D. (2001). Wechsler individual achievement test – Second edition (WIAT-II). San Antonio: The Psychological Corporation.

Wechsler, D. (2006). Wechsler preschool and primary scale of intelligence- third edition (WPPSI-III). San Antonio: The Psychological Corporation.

Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005a). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A meta-analytic review. Biological Psychiatry, 57, 1336–1346. doi: 10.1016/j.biopsych.2005.02.006. CrossRefPubMed

Wolraich, M. L., Lambert, W., Doffing, M. A., Bickman, L., Simmons, T., & Worley, K. (2003). Psychometric properties of the Vanderbilt ADHD diagnostic parent rating scale in a referred population. Journal of Pediatric Psychology, 28, 559–567. doi: 10.1093/jpepsy/jsg046. CrossRefPubMed

Titel: Low Working Memory rather than ADHD Symptoms Predicts Poor Academic Achievement in School-Aged Children
Auteurs:: Ashley N. Simone
David J. Marks
Anne-Claude Bédard
Jeffrey M. Halperin
Publicatiedatum: 29-03-2017
DOI: https://doi.org/10.1007/s10802-017-0288-3
Uitgeverij: Springer US
Tijdschrift: Journal of Abnormal Child Psychology An official publication of the International Society for Research in Child and Adolescent Psychopathology
Uitgave 2/2018
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 2/2018

Associations Between Dopamine D2 Receptor (DRD2) Gene, Maternal Positive Parenting and Trajectories of Depressive Symptoms from Early to Mid-Adolescence

Nonsuicidal Self-Injury in Adolescents Placed in Youth Welfare and Juvenile Justice Group Homes: Associations with Mental Disorders and Suicidality

Maternal Incarceration, Children’s Psychological Adjustment, and the Mediating Role of Emotion Regulation

Internalizing and Externalizing Problem Behavior: a Test of a Latent Variable Interaction Predicting a Two-Part Growth Model of Adolescent Substance Use

Coherence and content of relating emotions to life events in autism spectrum disorder and typical development: a cross-sectional age study

Predicting ADHD Symptoms in Adolescence from Early Childhood Temperament Traits