Journal article
Academic Achievement and Risk Factors for Adolescents with Attention-Deficit Hyperactivity Disorder in Middle School and Early High School
Nardia Zendarski, Emma Sciberras, Fiona Mensah, Harriet Hiscock
JOURNAL OF DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS | LIPPINCOTT WILLIAMS & WILKINS | Published : 2017
Abstract
OBJECTIVE: Examine academic achievement of students with attention-deficit hyperactivity disorder (ADHD) during the early high school period and identify potentially modifiable risk factors for low achievement. METHOD: Data were collected through surveys (adolescent, parent, and teacher) and direct assessment of Australian adolescents (12-15 yr; n = 130) with ADHD in early high school (i.e., US middle and high school grades). Academic achievement outcomes were measured by linking to individual performance on the National Assessment Program-Literacy and Numeracy (NAPLAN) tests, direct assessment of reading and math, and teacher report of academic competence. Linear regression models examined ..
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Funding Acknowledgements
The authors thank all the children, families, and teachers who participated in the Moving Up study, Mr Joe Bui from the Victorian Curriculum and Assessment Authority who facilitated us to link with participant NAPLAN results and Ms Kate Stephens providing administrative support. All phases of this study were supported by Murdoch Childrens Research Institute (MCRI), supported by the Victorian Government's Operational Infrastructure Support Program.