Contribution of ADHD characteristics to the academic treatment outcome of children with learning difficulties

Abstract

This study analyzed how different characteristics of attention deficits are connected to academic treatment outcomes among children with learning difficulties belonging to either a neurocognitively oriented treatment group or a homework support treatment group. The academic treatment outcome of children showing attention deficit hyperactivity disorder (ADHD) symptoms was compared to the outcome of children with no ADHD symptoms. The connection of inattention, hyperactivity, and change in inattention and hyperactivity to academic treatment outcome was analyzed comparing children with no ADHD symptoms and children with ADHD symptoms. Children with ADHD symptoms improved equally well as children with no symptoms. Improvement of attention was associated with improvement in reading and writing, and initial hyperactivity was associated with improvement in mathematics. The findings suggest that hyperactivity and inattention are differentially associated with treatment outcome among children with ADHD symptoms. Based on the findings it seems that consideration of the dimensions (inattention and hyperactiv‐ity‐impulsivity) suggested by the Diagnostic and Statistical Manual of Mental Disorders (4th ed., American Psychiatric Association, 1994) can give relevant information for treatment planning.