Can good academic attainment ever be achieved by children with ADHD? Prof Maurice Place Prof Maurice...

Can good academic attainment

ever be achieved

by children with ADHD?

Prof Maurice PlaceProf Maurice Place [email protected]

Copies of this presentation can be found at:

tinyurl.com/yzxk2v5tinyurl.com/yzxk2v5

Meeting funded and organised by Shire Pharmaceuticals

Item code: UK/EQU/09/0127 Date of preparation: September 2009

Disclosure:Disclosure:

Currently member of the speakers panel of Currently member of the speakers panel of

AstraZenecaAstraZeneca

Eli LillyEli Lilly

Janssen CilagJanssen Cilag

ShireShire

What are the Academic and EducationalCharacteristics of Children with ADHD?

Children with ADHD show

significant academic underachievement

poor academic performance

educational problems

(Hinshaw, 1992; Fergusson & Horwood 1995; Rapport et al 1999; Sayal 2008; Galéra et al 2009)


IQ - compared with controls score on average within the normal range (Biederman et al 1996)

BUT score significantly lower on reading and arithmetic achievement tests than controls. (Biederman et al 1996)

Children with ADHD are 4 to 5 times more likelyneed special educational services. (LeFever et al 2002; Jensen et al 2004)

Academic difficulties begin early in life. Symptoms are common in children aged 3 to 6 years, (Gadow et al 2001)

preschool children with ADHD are more likely to be behind in basic academic readiness skills. (Mariani & Barkley 1997; DuPaul, et al 2001)

have impaired handwriting performance characterized by illegible written material and/or inappropriate speed of execution (Racine et al 2008)


In adolescence: achieve lower ratings on all school subjects have lower class rankings perform poorly on standardized academic achievement tests (Gittelman et al 1985; Barkley et al 1990; Weiss et al 1999).

x2 likely to repeat a grade (Currie & Stabile 2006; Beiderman et al 2006)

x2 - 4 to have lower than expected grades (Todd et al 2002)


School histories indicate

persistent problems in social participation

more years to complete high school

lower rates of college attendance

lower rates of college graduation (Mannuza et al 1993; Weiss et al 1999; Barkley 2002).


In College relative to other students

have lower GPAs more academic concerns depressive symptoms social concerns emotional instability and substance use.

BUT most said were coping.

(Blase et al 2009)


longitudinal studies into young adulthood

Initial symptoms of hyperactivity distractibility impulsivity aggression tend to decrease in severity over time

BUT remain present and increased in comparison to controls

(Weiss et al 1999).


26 ADHD individuals and 31 controls (paired for gender, age, & intelligence)

Using mathematics and language scores

academic underachievement was 2.98 times higher in students with ADHD

(Pastura et al 2009)

Ethnically diverse cohort of 823 assessed at 6 years for behavioural problems and IQ

and at 17 years of age for academic achievement in math and reading, and other parameters.

Attention problems predicted maths and reading achievement with little benefit from intervention.

Whereas reducing externalizing and internalizing

problems materially reduced academic problems. (Breslau et al 2009)

3 main groups of outcome as young adults:

(1) approximately 25% eventually function comparably to matched normal controls

(2) the majority show continuing functional impairment, limitations in learning and applying knowledge restricted social participation, particularly poor progress through school

(3) less than 25% develop significant, severe problems, including psychiatric and/or antisocial disturbance (Hechtman 2000)


Academic difficulties associated with inattention are cross-cultural and not

specific to the Western countries.

(Norvilitis et al 2010)

Girls do it differentGirls do it different

male-to-female ratio –

child clinic-referred (10 to 1) child community (3 to 1) adults (3 to 2) (Keissler et al 2006)


Girls with ADHD

more likely to have inattentive type less likely to have a learning disability, less likely to have problems in school or in their spare time. (Biederman et al 2002; Graetz et al 2005)

more speech and language problems (Hinshaw 2002)

more personality disorders (Burket et al 2005)


In addition, girls with ADHD less risk for

conduct disorder, substance misuse oppositional defiant disorder (Biederman et al 2002)

but substance misuse is only one that is attributable to gender + ADHD, others are gender only (Biederman & Faraone 2004)

Inattentive girls more likely to present with anxiety disorder (Levy et al 2005)

The Impact of MedicationThe Impact of Medication

medication improves academic productivity as indicated by

improvements in the quality of note-taking

scores on quizzes and worksheets

the amount of written-language output

homework completion.

(Evans et al. 2001)

methylphenidate-induced dopamine increases

the interest and motivation to do maths tasks

(Volkow et al 2004)

The Impact of Medication

However, stimulants are not associated with

normalization of skills in the domain

of learning and applying knowledge.

(Rapport et al 1994)


1195 children were tested at 5 points:compared the academic performance of treated with untreated children at each testing node. medicated gained 2.9 points in mathematics performance between the first and final testing reading performance medicated gained 5.4 points above unmedicated Despite this improvement the performance of the medicated children with ADHD lagged their peers without ADHD. (Scheffler et al 2009)

Early Childhood Longitudinal Study

177 ADHD effectively medicated vs 95 untreated ADHD and 101 normal controls.

Neuro Cognitive Index - computed as the average of the z scores of five domains (memory, psychomotor speed, reaction time, complex attention, and shifting attention flexibility)

untreated ADHD patients perform 15% lower than normals.

However, treated ADHD patients perform 10%lower than normals. (Gualtieri & Johnson 2008)

Consistently in longitudinal studiesConsistently in longitudinal studies

subjects consistently demonstrate poor outcomes

compared with controls

whether or not they receive medication. (Gittelman et al 1985; Barkley et al 1990; Hechtman & Greenfield 2003; Fischer et al 2002; Loe & Feldman 2007; Powers et al 2008)


and in UK studies:and in UK studies:

Despite medication, ADHD association with poor attainment in GCSE’s (Daley et al 2009)

"Given their well-established benefit for

increasing attention and concentration, it

seems counterintuitive that ADHD

medications are not more effective in

improving academic and occupational

attainment,"

(Advokat 2009)

There are Brain Changes

ADHD associated with decreased frontal lobe gray and white matter volumes

Affected areas suggest problem in development of pre-motor and pre-frontal cortices. (Mostofsky et al 2002)

Children with ADHD show

decrease in total cerebral volume of about 8%

volume reduction throughout the cortex,

significant reduction in all four lobes

bilaterally.

ADHD group also showed a decrease in surface area

of over 7% bilaterally,

and a significant decrease in cortical folding

bilaterally (Wolosin et al 2009)

Boys with ADHD show

significantly smaller basal ganglia volumes and compressed basal ganglia shapes.

Volume compression bilaterally in caudate head and body anterior putamen left anterior globus pallidus right ventral putamen.

No volume or shape differences in girls with ADHD. (Qiu et al 2009)

Amygdala volumes in patients with ADHD

bilaterally smaller than in patients with

depression and healthy controls.

In ADHD, more hyperactivity and less inattention

were associated with smaller right amygdala

volumes (Frodl et al 2009)

There is also delayed cortical maturation

….especially in the frontal cortex

(Shaw et al 2007)

BUT evidence is of multiple and persistent neural processing deficits in ADHD

NOT simply a developmental lag

(Doehnert et al 2010)

Post-hoc comparisons suggested that

comorbid ODD or CD do not greatly alter

the extent of regional pathology in ADHD.

(McAlonan et al 2007)

ADHD & Functionality

People with ADHD have difficulties with:

planning, organization, reasoning, response inhibition, decision-making, set-shifting working memory (Tranel et al.1994;

Pennington and Ozonoff 1996;

Barkley 1997;

Geurts et al 2004)

abilities that are mediated by the prefrontal cortex and its extensive interconnections with other brain regions (Tranel et al. 1994).

Neuroimaging studies have shown

deficits in Executive Functioning in ADHD probably related to structure and function of pre-frontal cortex and frontostriatal pathways

(Seidman et al. 2005; Jurado & Rosselli 2007)

ADHD symptom severity is associated with magnitude of impairment in executive functions

BUT this relationship can be obscured by the presence of comorbid disruptive disorders.

(Barnett et al 2009)

Medication gives higher scores on neuropsychological measures of attention

but differences not found for other measures of executive function. (Biederman et al 2008)

SO medication helps with concentration aspect but not the more central aspects of functioning… especially working memory

Short-term memoryShort-term memory is the term for short-term storage of information with no manipulation or organizational element

Working memoryWorking memory is the structures and processes used for temporarily storing and manipulating informationmanipulating information.

How Memory WorksHow Memory Works

Sensory inputs are held through transient functional changes in the strength of pre-existing synaptic connections

The basal ganglia and pre-frontal cortex analyze sensory inputs and decide if they're worth remembering

If So create stable and permanent changes in neural connections throughout the brain by the synthesis of new protein and the growth of new connections.

Especially during sleep (Diekelman & Born 2010)

◦ highly heritable (Campbell et al., 1997)

◦ Independent of socio-economic status (Engel et al., 2008)

Working Memory Capacity & Learning

Professionals use working memory for…

◦ Getting to work on time◦ Meeting deadlines at work◦ Multi-tasking and prioritizing◦ Working effectively in pressure situations◦ Remembering important names and phone

numbers◦ Interaction with co-workers◦ Writing emails, memos, or summaries

Indicators that a working memory needs improving

Frequently late to work

Underestimates time required to complete a task

Problems breaking a project down into manageable

steps or dealing with more than one task at a time

Can’t concentrate under pressure; prone to panicking

Can’t remember clients’ names or numbers after

meeting them or hanging up the phone

Difficulty creating neat and coherent emails,

memos, or summaries

Associated with reading and mathematics ability

(Gathercole & Pickering, 2000; Geary et al., 2004)

Important for successful learning in individual

classroom activities (Gathercole & Alloway, 2008)


Age Working memory is crucial for...

Indicators that a working memory needs exercise

Learning the alphabet

Completing a puzzle independently

Understanding textual content (reading comprehension)

Inability to understand what is read

Mental arithmetic Problems memorizing the multiplication table

Completing homework independently

Can’t complete homework without parental supervision and direction

Complex math problems, especially word problems

Inability to grasp/ break down word problems

Studying for an exam

Constantly procrastinates; panics the night before an exam

Participation in group projects

Doesn’t listen or participate during a group project

Keeping focus/ interest during a lecture

Difficulty remaining attentive during lectures

Working Memory and Academic Activity

Pre-school Unwillingness to learn

Difficulty writing neat, coherent essays

College

Infant school

Junior school

Senior school Writing essays

Message from the research:

low working memory = educational underachievementlow working memory = educational underachievement


assessed using simple cognitive tasks

Automated Working Memory Assessment

(Alloway, 2008)

4 aspects of memory verbal and visuo-spatial storage (simple span) verbal and visuo-spatial processing and storage

(complex span)

Working Memory

verbal short term memory

– ability to hold verbal information in memory for a short period

…eg new telephone number

…problems mean slow to acquire new vocabulary

verbal working memory

– to hold and manipulate verbal information

…links to academic ability including literacy and numeracy

visuo-spatial short term memory

– holding visuo-spatial information

….problems with mathematics, and word problems.

visuo-spatial working memory

– to hold and manipulate visuo-spatial information

…links to academic ability including literacy and numeracy

and is predictor of poor scholastic attainment.

Working Memory

60

70

80

90

100

110

120

Verbal STM Visuo-spatial STM Verbal WM Visuo-spatial WM

ADHD

Low WM

Control

Working memory comparisons

(Holmes et al 2009)

Computerised training programme developed by Klingberg et al. (2002)

Used with children with ADHD who are not medicated for their symptoms

(Klingberg et al., 2002;2005)

Improving Working Memory

Participants 42 children, aged 8-11 years, with low working

memory ◦ Identified via routine screening of 345 children

on two verbal wm tasks (Listening Recall and Backward Digit Recall)

◦ Scores <86 on both tasks (bottom 15th centile)

Two groups◦ Adaptive, standard version of training

programme training at maximum span level

◦ Non-adaptive, control condition training at fixed span level of 2

Hartlepool Study (1)

(Holmes et al 2009)

Working Memory Training

working on memory tasks on a computer

20 minutes everyday for 20-25 days

Robo Memo

*

Results from non-adaptive

Results from adaptive

****

****

Results from adaptive Follow up

****

** **

Pre-training Post-training6mth follow-

up

Measure M SD M SD M SD

Verbal IQ 88.73 11.14 90.86 11.52 92.78 9.10

Performance IQ 88.05 13.09 90.68 12.96 87.11 9.07

Reading 83.68 12.35 83.00 15.06 82.83 14.1

Mathematics 84.27 12.28 85.68 12.70

89.94* 9.88

Following inst. 14.45 4.0218.27*

* 4.37 16.5* 3.82

No significant improvements for non-adaptive groupNo significant improvements for non-adaptive group

IQ, Reading & Maths Scores - adaptive

Impact of Medication & Robo Memo on Working Memory

Participants:

◦ 25 children (21 boys, 4 girls), clinical diagnosis ◦ of ADHD-C◦ receiving quick release stimulant medication (methylphenidate n=22, dexamfetamine n=3)

◦ aged 8-11 years◦ diagnosis for at least 6 months◦ no co morbid ASD (Holmes et al 2010)

Hartlepool Study (2)

Research on Working Memory & Medication

Stimulant medication improves working memory

function in individuals with ADHD –

mainly visuo-spatial simple span tasks (Bedard et al., 2004)

Effects of medication on working memory

60

70

80

90

100

110

120


T1 Without meds

T2 Pre-training with meds

**

Effects of medication and training on working memory

** **

60

70

80

90

100

110

120


T1 Without meds

T2 Pre-training with meds

T3 Post-training

**

**

**

**

*

On MedsPost training (+ on meds)

Inattentivity (teacher) 69.84 (23.33) 58.21 (20.27)**

Hyperactivity (teacher) 81.15 (21.69) 70.31 (23.87)*

Working memory problems (child) 17.60 (5.72) 13.25 (6.00)**

Effects of training on behaviour ratings

Effect of medication on IQ

60

70

80

90

100

110

120

Verbal IQ Performance IQ Full Scale IQ

T1 Off Meds

T2 Pre-training on meds

Sustainability of training effects – 6 mth follow-up

60.00

70.00

80.00

90.00

100.00

110.00

120.00

130.00

140.00


Pre-training

Post-training

Follow-up

**

**

****

Working Memory Intervention

◦ Significant gains in non-trained working memory tasks, which extended across all four aspects of working memory. Substantial increases in scores

(low-average to average range).◦ Significant reduction in ratings of problem behaviours◦ No effect on IQ

Unlikely to result from practice effect◦ Comparison group showed no test re-test effect ◦ Consistent gains in both the repeated and non- repeated AWMA tasks in the ADHD group

SO:

Working memory deficits associated with ADHD can be overcome by two different interventions

RoboMemo intervention led to more generalized gains in WM, and reductions in problem behaviours

Medication led to specific gains in visuo-spatial WM, and improves concentration

and improves academic productivity

(Holmes et al., 2010)

How is training enhancing working memory?

changes in the density of prefrontal & parietal cortical dopamine D1 receptors. (McNab et al., 2009)

may stimulate the development of WM strategies that compensate for weaknesses in basic processes (Holmes et al., 2010)

The Research Team

Joni Holmes Senior Lecturer in Experimental Psychology

Maurice Place Professor of Child & Family Psychiatry

Torkel Klingberg Professor in Cognitive Neuroscience

Joe Elliott Professor of Education

Sue Gathercole Professor of Cognition & Neuropsychology

Can good academic attainment

ever be achieved

by children with ADHD?

Prof Maurice PlaceProf Maurice Place [email protected]

Copies of this presentation can be found at:

tinyurl.com/yzxk2v5tinyurl.com/yzxk2v5

General classroom advice

children with ADHD

are more likely to complete more problems

and complete them accurately

when high levels of engaging stimuli

are included within the task. (Jitendra et al 2008)

Pacing of tasks with periods to release energy

Clarity of goals

Instant feedback

Novel & rapidly changing rewards

Time out DOES NOT work

1. Draw or create vivid pictures depicting information that needs to be memorized. Since memory is enhanced by exaggeration, emotion, action, and color, the more ridiculous and detailed the image, the better.

2. Teach memory strategies. Such as mnemonics e.g. Dead Monsters Smell Bad (steps for long division: divide, multiply, subtract, bring down).

3. Create acrostics or whole sentences. “Every Good Boy Does Fine” is an excellent way to help recall the sequence of lines in the treble clef (EGBDF).

4. Try melody and rhythm to teach a series or sequence. There are raps, rhymes, and songs to help attention deficit students memorize multiplication tables, days of the week, etc.

5. Use songs specially created to teach content. Musically Aligned (musicallyaligned.com) creates music and lyrics geared to teach a science curriculum. For physical science, there are songs like “Electromagnets” and “Heat, Light, and Motion.” For teaching concepts in life science, there are “Food Chain Gang” and “Decomposers.”

6. After the lesson, have ADHD students list the things they remember. Ask them to do so as fast as they can, to increase memory recall. (Sandra Rief 2009)

Improved by reading interventions focused on basic skills

e.g., decoding – such as activities to promote phonological awareness and alphabetic understanding

(Blachman et al 2000).

and maths strategies e.g. problem solving using schema-based instruction

(Jitendra et al 2007).

And strengthened by Peer mediated interventions

Computer assisted instruction (Jitendra et al 2008)

Task modification and varying classroom function

(Daley & Birchwood 2010)

Teaching parents homework strategies

(Raggi & Chronis 2006).

References: Advokat C (2009). What exactly are the benefits of stimulants for ADHD? J Atten Disord. 12, 495 - 498. Alloway TP (2008). Automated Working Memory Assessment. Oxford: Harcourt. Barkley RA (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a

unifying theory of ADHD. Psychol Bull, 121, 65–94. Barkley RA, Fischer M, Edelbrock CS, Smallish L. (1990) The adolescent outcome of hyperactive children

diagnosed by research criteria: I. An 8-year prospective follow-up study. J Am Acad Child Adoles Psychiat 29, 546–557.

Barkley RA, Fischer M, Smalllish L, Fletcher K. (2002) The persistence of attention-deficit/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder. J Abn Psychol 111, 279–289.

Barnett R, Maruff P, Vance A, Luk ESL, Costin J, Wood C, Pantelis C. (2001). Abnormal executive function in attention deficit hyperactivity disorder: the effect of stimulant

medication on age and spatial working memory. Psychol Med 31, 1107- 1115. Barnett R, Maruff P, Vance A. (2009) Neurocognitive function in attention-deficit-hyperactivity disorder with

and without comorbid disruptive behaviour disorders. Aust N Z J Psychiat 43, 722 – 730. Bedard AC, Martinussen R, Ickowicz A, Tannock R. (2004). Methylphenidate improves visual-spatial memory

in children with attention-deficit/hyperactivity disorder. J Am Acad Child Adolesc Psychiatry 43, 260 - 268. Biederman J, Faraone SV. (2004). The Massachusetts General Hospital studies of gender influences on

attention-deficit/hyperactivity disorder in youth and relatives. Psychiatr Clin North Am. 27, 225 - 232. Biederman J, Faraone S, Milberger S, Guite J, Mick E, Chen L, et al (1996) A prospective 4-year follow-up

study of attention-deficit hyperactivity and related disorders. Arch Gen Psychiat 53, 437–446. Biederman J, Mick E, Faraone SV, Braaten E, Doyle A, Spencer T, et al (2002).Influence of gender on

attention deficit hyperactivity disorder in children referred to a psychiatric clinic. Am J Psychiat 159, 36 - 42. Biederman J, Petty C, Fried R, Fontanella J, Doyle AE, Seidman LJ, Faraone SV. (2006). Impact of

psychometrically defined deficits of executive functioning in adults with attention deficit hyperactivity disorder. Am J Psychiat 163,1730 -1738.

Biederman J, Petty CR, Fried R, Kaiser R, Dolan CR, Schoenfeld S, et al (2008). Educational and occupational underattainment in adults with attention-deficit/hyperactivity disorder: a controlled study. J Clin Psychiat 69, 1217 - 1222.

Biederman J, Monuteaux MC, Spencer T, Wilens TE, Faraone SV. (2009) Do stimulants protect against psychiatric disorders in youth with ADHD? A 10-year follow-up study. Pediatrics 124, 71 - 78.

Blachman BA, Ball EW, Black R (2000). Road To The Code: A Phonological Awareness Program For Young Children. Baltimore, MD: Paul H. Brookes.

Blase SL, Gilbert AN, Anastopoulos AD, Costello EJ, Hoyle RH, et al (2009). Self-reported ADHD and adjustment in college: cross-sectional and

longitudinal findings. J Atten Disord. 13, 297 - 309. Breslau J, Miller E, Breslau N, Bohnert K, Lucia V, Schweitzer J. (2009). The impact of early behavior disturbances on

academic achievement in high school. Pediatrics. 123, 1472 - 1476. Burket RC, Sajid MW, Wasiak M, Myers WC. (2005).Personality comorbidity in adolescent females with ADHD. J

Psychiatr Pract. 11, 131 - 136. Campbell T, Dollaghan C, Needleman H, Janosky J (1997). Reducing bias in language assessment: Processing-

dependent measures. J Speech, Lang Hear Res 40, 519–525. Capano L, Minden D, Chen SX, Schacher RJ, Ickowicz A. (2008). Mathematical learning disorder in school-age

children with attention-deficit hyperactivity disorder. Can J Psychiat 53, 392 - 399. Currie J & Stabile M. (2006). Child mental health and human capital accumulation: the case of ADHD. J Health Econ.

2006 25, 1094 -1118. Daley D & Birchwood J. (2010) ADHD and academic performance: why does ADHD impact on academic performance

and what can be done to support ADHD children in the classroom? Child Care Health Dev. In Press. Diekelman S & Born J. (2010). The memory function of sleep. Nat Rev Neurosci. 11,114-126. Doehnert M, Brandeis D, Imhof K, Drechsler R, Steinhausen HC. (2010). Mapping Attention-Deficit/Hyperactivity

Disorder from Childhood to Adolescence-No Neurophysiologic Evidence for a Developmental Lag of Attention but Some for Inhibition. Biol Psychiat In Press.

DuPaul GJ, McGoey KE, Eckert TL, Vanbrakle J. (2001). Preschool children with Attention-Deficit/Hyperactivity Disorder: impairments in behavioural, social, and school functioning. J Am Acad Child Adolesc Psychiat 40, 508–522.

DuPaul GJ, Weyandt LL, O'Dell SM, Varejao M. (2009) College students with ADHD: current status and future directions. J Atten Disord. 13, 234 - 250.

Engel PMJ, Heloisa Dos Santos F, Gathercole SE. (2008). Are working memory measures free of socio-economic influence? J Speech, Lang Hear Res, 51, 1580– 1587.

Evans SW, Pelham WE, Smith BH, Bukstein O, Gnagy EM, et al (2001). Dose-response effects of methylphenidate on ecologically valid measures of academic performance and classroom behavior in adolescents with ADHD. Exp Clin Psychopharmacol. 9, 163 - 175.

Fergusson DM & Horwood LJ. (1995). Predictive validity of categorically and dimensionally scored measures of disruptive childhood behaviors. J Am Acad Child Adolesc Psychiatry 34, 477 - 485.

Fischer M, Barkley RA, Smallish L, Fletcher K. (2002). Young adult follow-up of hyperactive children: self-reported psychiatric disorders, comorbidity, and the role of childhood conduct problems and teen CD. J Abnorm Child Psychol. 30, 463 - 475.

Forness SR, Swanson JM, Cantwell DP, Youpa D, Hanna GL. (1992). Stimulant medication and reading performance: follow-up on sustained dose in ADHD boys with and without conduct disorders. J Learn Disabil. 25, 115 - 123.

Frodl T, Stauber J, Schaaff N, Koutsouleris N, Scheuerecker J, et al (2009). Amygdala reduction in patients with ADHD compared with major depression and healthy volunteers. Acta Psychiatr Scand. 121, 111 - 118.

Gadow KD, Sprafkin J, Nolan EE. (2001). DSM-IVSymptoms in community and clinic preschool children. J Am Acad Child Adolesc Psychiatry 40, 1383 - 1392.

Galéra C, Melchior M, Chastang JF, Bouvard MP, Fombonne E. (2008). Childhood and adolescent hyperactivity-inattention symptoms and academic achievement 8 years later: the GAZEL Youth study. Psychol Med. 39, 1895 - 1906.

Gathercole SE & Alloway TP (2008). Working Memory And Learning: A Teacher’s Guide.California: Sage Publishing.

Gathercole SE & Pickering SJ. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. Br J Educ Psychol. 70, 177 - 194.

Geary DC, Hoard MK, Byrd-Craven J, DeSoto MC. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. J Exp Child Psychol. 88, 121 - 151.

Geurts HM, Verté S, Oosterlaan J, Roeyers H, Sergeant JA. (2004).How specific are executive functioning deficits in attention deficit hyperactivity disorder and autism? J Child Psychol Psychiatry 45, 836 - 854.

Gittelman R, Mannuzza S, Shenker R, Bonagura N. (1985). Hyperactive boys almost grown up. I. Psychiatric status. Arch Gen Psychiatry 42, 937 - 947.

Goldberg MC, Mostofsky SH, Cutting LE, Mahone EM, Astor BC, Denckla MB, Landa RJ. (2005). Subtle executive impairment in children with autism and children with ADHD. J Autism Dev Disord. 35, 279 - 293.

Graetz BW, Sawyer MG, Baghurst P. (2005).Gender differences among children with DSM-IV ADHD. Aust J Am Acad Child Adolesc Psychiatry 44, 159 - 168.

Gropper RJ & Tannock R (2009) A Pilot Study of Working Memory and Academic Achievement in College Students With ADHD. J Attent Dis 12, 574 - 581.

Gualtieri CT, Johnson LG. (2008). Medications do not necessarily normalize cognition in ADHD patients. J Atten Disord. 11, 459 - 469.

Hechtman L.(2000). Assessment and diagnosis of attention-deficit/hyperactivity disorder. Child Adolesc Psychiatr Clin N Am. 9, 481 - 498.

Hechtman L & Greenfield B. (2003). Long-term use of stimulants in children with attention deficit hyperactivity disorder: safety, efficacy, and long-term outcome. Paediatr Drugs 5, 787 - 794.

Hinshaw SP. (1992). Academic underachievement, attention deficits, and aggression: comorbidity and implications for intervention. J Consult Clin Psychol. 60, 893 - 903.

Hinshaw SP. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. J Consult Clin Psychol. 70, 1086 - 1098.

Holmes J, Gathercole S, Place M, Dunning D, Hilton K, Elliott J. (2010) Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology In Press.

Jansiewicz EM, Newschaffer CJ, Denckla MB, Mostofsky SH. (2004).Impaired habituation in children with attention deficit hyperactivity disorder. Cogn Behav Neurol. 17, 1 - 8.

Jensen PS, Eaton Hoagwood K, Roper M, Arnold LE, Odbert C, et al (2004). The services for children and adolescents-parent interview: development and performance characteristics. J Am Acad Child Adolesc Psychiatry 43, 1334 - 44.

Jitendra AK, DuPaul GJ, Volpe RJ (2007). Consultation-based academic intervention for children with attention deficit hyperactivity disorder: school functioning outcomes. School Psych Rev 36:217–236.

Jitendra AK, DuPaul GJ, Someki F, Tresco KE (2008) Enhancing academic achievement for children with Attention-Deficit Hyperactivity disorder: Evidence from school-based intervention research. Dev Disabil Res Rev 14: 325 – 330.

Jurado MB & Rosselli M (2007). The elusive nature of executive functions: a review of our current understanding. Neuropsychol Rev, 17, 213–233.

Kessler RC, Adler L, Barkley R, Biederman J, Conners CK, et al (2006). The prevalence and correlates of adult ADHD in the United States: results from the National Comorbidity Survey Replication. Am J Psychiatry 163, 716 - 723.

Klingberg T, Forssberg H, Westerberg H. (2002). Training of working memory in children with ADHD. J Clin Exp Neuropsychol. 24, 781 - 791.

Klingberg T, Fernell E, Olesen PJ, Johnson M, Gustafsson P et al. (2005). Computerised training of working memory in children with ADHD-a randomized, controlled trial. J Am Acad Child

Adolesc Psychiatry, 44, 177–186. LeFever GB, Villers MS, Morrow AL, Vaughan ES (2002). Parental perceptions of adverse educational outcomes

among children diagnosed and treated for ADHD: a call for improved school/provider collaboration. Psychol Sch, 39, 63–71.

Levy F, Hay DA, Bennett KS, McStephen M. (2005). Gender differences in ADHD subtype comorbidity. J Am Acad Child Adolesc Psychiatry 44, 368 - 376.

Loe, I. M. & Feldman, H. M. (2007) Academic and educational outcomes of children with ADHD. J Ped Psychol, 32, 643–654.

Mannuzza S, Klein RG, Bessler A, Malloy P, LaPadula M. (1993). Adult outcome of hyperactive boys. Educational achievement, occupational rank, and psychiatric status. Arch Gen Psychiatry 50, 565 - 576.

Mariani, M. & Barkley, R. A. (1997) Neuropsychological and academic functioning in preschool children with attention deficit hyperactivity disorder. Devel Neuropsychol 13, 111–129.

Martinussen R, Hayden J, Hogg-Johnson S, Tannock R (2005). A meta- analysis of working memory impairments in children with attention-deficit/hyperactivity disorder. J Am Acad Child Adolesc Psychiatry, 44, 377–384.

McAlonan GM, Cheung V, Cheung C, Chua SE, Murphy DG, et al (2007). Mapping brain structure in attention deficit-hyperactivity disorder: a voxel-based MRI study of regional grey and white matter volume. Psychiat Res. 154, 171 - 180.

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. J Abn Child Psychol 17, 37-53. McNab F, Varrone A, Farde L, Jucaite A, Bystritsky P, Klingberg T. (2009). Changes in cortical dopamine D1

receptor binding associated with cognitive training. Science, 323, 800–802. Miller AR, Kohen D, Johnston C. (2008). Child characteristics and receipt of stimulant medications: a population-based study. Ambul Pediatr. 8, 175 - 181. Miller M & Hinshaw SP (2010). Does Childhood Executive Function Predict Adolescent Functional Outcomes in Girls

with ADHD? J Abnorm Child Psychol. In Press Mostofsky SH, Cooper KL, Kates WR, Denckla MB, Kaufmann WE (2002) Smaller prefrontal and premotor volumes

in boys with attention-deficit/hyperactivity disorder. Biol Psychiatry, 52, 785–794. Norvilitis JM, Sun L, Zhang J. (2010). ADHD symptomatology and adjustment to college in China and the United

States. J Learn Disabil. 43, 86 - 94. Pastura GM, Mattos P, Araújo AP (2009). Academic performance in ADHD when controlled for comorbid learning

disorders, family income, and parental education in Brazil. J Atten Disord 12, 469 - 473. Pennington BF & Ozonoff S (1996). Executive functions and developmental psychopathology. J Child Psychol

Psychiat 37, 51–87. Power TJ, Tresco KE, Cassano MC. (2009) School-based interventions for students with

attention-deficit/hyperactivity disorder. Curr Psychiatry Rep 11, 407 - 414. Powers RL, Marks DJ, Miller CJ, Newcorn JH, Halperin JM. (2008). Stimulant treatment in children with attention-

deficit/hyperactivity disorder moderates adolescent academic outcome. J Child Adolesc Psychopharmacol 18, 449 - 459.

Qiu A, Crocetti D, Adler M, Mahone EM, Denckla MB, Miller MI, Mostofsky SH. (2009). Basal ganglia volume and shape in children with attention deficit hyperactivity disorder. Am J Psychiatry. 166, 74 - 82.

Racine MB, Majnemer A, Shevell M, Snider L. (2008) Handwriting performance in children with attention deficit hyperactivity disorder (ADHD). J Child Neurol. 23, 399 - 406.

Raggi VL & Chronis AM (2006) Interventions to address the academic impairment of children and adolescents with ADHD. Clin Child Fam Psychol Rev 9, 85–111.

Rapport MD, Denney C, DuPaul GJ, Gardner MJ. (1994). Attention deficit disorder and methylphenidate: normalization rates, clinical effectiveness, and response prediction in 76 children. J Am Acad Child Adolesc Psychiatry 33, 882 - 893.

Rapport MD, Scanlan SW, Denney CB (1999) Attention deficit hyperactivity disorder and scholastic achievement: a model of dual developmental pathways. J Child Psychol Psychiat 40, 1169–1183.

Rucklidge JJ & Tannock R (2002). Neuropsychological profiles of adolescents with ADHD: effects of reading difficulties and gender. J Child Psychol Psychiat 43, 988 - 1003.

Sayal K. (2008) Attention deficit hyperactivity disorder is associated with poorer academic performance. Evid Based Ment Health 11, 41.

Scheffler RM, Brown TT, Fulton BD, Hinshaw SP, Levine P, Stone S. (2009) Positive association between attention-deficit/ hyperactivity disorder medication use and academic achievement during elementary school. Pediatrics 123, 1273 -1279.

Seidman, L. J., Valera, E. M., & Makris, N. (2005). Structural brain imaging of attention- deficit/hyperactivity disorder. Biol Psychiatry, 57, 1263–1272.

Shaw P, Eckstrand K, Sharp W, Blumenthal J, Lerch JP, et al (2007). Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proc Natl Acad Sci U S A. 104, 19649 - 19654.

Todd RD, Sitdhiraksa N, Reich W, Ji TH, Joyner CA, Heath AC, Neuman RJ. (2002). Discrimination of DSM-IV and latent class attention-deficit/hyperactivity disorder subtypes by educational and cognitive performance in a population-based sample of child and adolescent twins. J Am Acad Child Adolesc Psychiatry 41, 820 - 828.

Tranel D, Anderson SW, Benton A (1994). Development of the concept of executive function and its relationship to the frontal lobes. In F. Boller & J. Grafman (Eds.), Handbook of Neuropsychology (pp. 125–148). Amsterdam: Elsevier Science.

Volkow ND, Wang GJ, Fowler JS, et al (2004).Evidence that methylphenidate enhances the saliency of a mathematical task by increasing dopamine in the human brain. Am J Psychiatry 161, 1173 - 1180.

Weiss G, Hechtman L, Milroy T, Perlman T. (1985). Psychiatric status of hyperactives as adults: a controlled prospective 15-year follow-up of 63 hyperactive children. J Am Acad Child Psychiatry 24, 211 - 220.

Weiss M, Hechtman L, Weiss G. (1999). ADHD in Adulthood. Baltimore: Johns Hopkins University Press. Wolf LE, Simkowitz P, Carlson H. (2009) College students with attention-deficit/hyperactivity disorder. Curr Psychiatry Rep. 11, 415 - 421. Wolosin SM, Richardson ME, Hennessey JG, Denckla MB, Mostofsky SH. (2009). Abnormal cerebral cortex structure

in children with ADHD. Hum Brain Mapp. 30, 175 - 184.

Can good academic attainment ever be achieved by children with ADHD? Prof Maurice Place Prof Maurice...

Documents

Transcript of Can good academic attainment ever be achieved by children with ADHD? Prof Maurice Place Prof Maurice...