Modeling the Speeded Determinants of Adolescents’ Academic and Attentional Functioning

ABSTRACT

The current study utilized a large, unselected sample of adolescent twins to examine whether processing speed (PS) is an important shared predictor that accounts for covariance among reading, math, ADHD, and rapid naming (RN). The best fitting model included correlated but distinguishable latent measures of PS, RN, reading, math, inattention, hyperactivity/impulsivity, and academic fluency. PS was a shared predictor across all outcomes, while RN was uniquely associated with reading, fluency, and (albeit weakly) math. The results add to a growing literature suggesting that PS and RN may be important components of comprehensive neuropsychological models of academics, ADHD, and their covariation.

KEYWORDS:

• comorbidity
• processing speed
• reading
• math
• ADHD

Acknowledgments

This work was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development [R01 HD 68728, R01 HD 38526, P50 HD27802]; Author DRL was supported by a training grant from the National Institute of Mental Health [T32 MH015442].

Data statement

The data will be made available to interested researchers. To access the data, researchers should directly contact the corresponding author.

Disclosure statement

The authors report no known conflicts of interest.

Additional information

Funding

This work was supported by the [P50 HD27802, R01 HD 38526, and R01 HD 68728]; [T32 MH015442].