Examining the effects of ADHD symptoms and parental involvement on children's academic achievement. (March 2022)

• Record Type: Journal Article
• Authors: Condo, Jaida S.; Chan, Elizabeth S.M.; Kofler, Michael J.
• Is Part Of: Research in developmental disabilities. Volume 122(2022)
• Publication Date: 2022-03
• Subjects: ADHD -- Academic achievement -- Parental involvement; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2021.104156
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: Multi-informant/multi-method assessment of academic achievement in a relatively large clinically evaluated sample. ADHD inattention symptoms, lower IQ, younger age, and lower SES predict lower academic achievement. Contrary to expectations, higher parental involvement did not buffer academic risks conveyed by ADHD symptoms. Factors identified as beneficial for the general population may operate differently for children with ADHD. Abstract: Objective: Our understanding of the role of parental involvement in academic outcomes for children with ADHD is limited, with mixed evidence suggesting a positive association between parental involvement and academic achievement for pediatric ADHD but limited evidence regarding how this varies based on ADHD symptom severity, ADHD symptom domains, or co-occurring ODD symptoms. In this context, the present study aimed to examine the effects of parental involvement, ADHD symptoms, and comorbid ODD on children's overall, reading, and math achievement. Method: A well-characterized clinically-evaluated sample of 162 children recruited through a university-based children's learning/behavioral health clinic and community resources (ages 8–13; 50 girls; 69% Caucasian/Non-Hispanic) were administered standardized academic achievement tests, with parents and teachers completing measures of parental involvement and ADHD symptoms, respectively. Results: Inattention, but not hyperactivity-impulsivity, was associated with lower academic achievement in all tested models (β= -.16 to -.22, all p < .03). Surprisingly, parental involvement had significant negative associations with math and overall academic achievement (β= -.13 to -.26, both p < .05) and did not moderate the relations between ADHD symptoms and academic achievement in any tested model. Comorbid ODD symptoms did not significantly predict academic achievement or interact with parental involvement in any tested model. These findings were robust to control for child IQ, age, sex, SES, anxiety, and depression. Conclusion: Parental involvement may not serve as a protective factor against academic underachievement for children with clinically elevated ADHD symptoms, and may predict lower rather than higher academic achievement for clinically evaluated children in general.