ArticleSchool psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association2016
Writing abilities longitudinally predict academic outcomes of adolescents with ADHD.
Article in School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Relative Frequency of Psychiatric, Neurodevelopmental, and Somatic Symptoms as Reported by Mothers of Children with Autism Compared with ADHD and Typical Samples.Journal of autism and developmental disorders · 2021Article
- Assessment of Personal Narrative Writing in Children with and without Autism Spectrum Disorder.Research in autism spectrum disorders · 2020Article
- Handwriting assessment to distinguish comorbid learning difficulties from attention deficit hyperactivity disorder in Chinese adolescents: A case-control study.International journal of methods in psychiatric research · 2018Article
- Metacognitive interventions in text production and working memory in students with ADHD.Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS · 2018Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
Students with attention-deficit/hyperactivity disorder (ADHD) often experience a host of negative academic outcomes, and deficits in reading and mathematics abilities contribute to these academic impairments. Students with ADHD may also have difficulties with written expression, but there has been minimal research in this area and it is not clear whether written expression abilities uniquely contribute to the academic functioning of students with ADHD. The current study included a sample of 104 middle school students diagnosed with ADHD (Grades 6-8). Participants were followed longitudinally to evaluate whether written expression abilities at baseline predicted student grade point average (GPA) and parent ratings of academic impairment 18 months later, after controlling for reading ability and additional relevant covariates. Written expression abilities longitudinally predicted both academic outcomes above and beyond ADHD and oppositional defiant disorder symptoms, medication use, reading ability, and baseline values of GPA and parent-rated academic impairment. Follow-up analyses revealed that no single aspect of written expression was demonstrably more impactful on academic outcomes than the others, suggesting that writing as an entire process should be the focus of intervention. (PsycINFO Database Record
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Registered trials
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