ArticleNeuropsychology2024
The role of working memory and organizational skills in academic functioning for children with attention-deficit/hyperactivity disorder.
Article in Neuropsychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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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.
- Neurocognitive and behavioral predictors of the simple view of reading in clinically evaluated children with and without ADHD.Neuropsychology · 2026Article
- Building post-primary school teachers' capacity to support student organisational skill difficulties: A collaborative occupational therapy and education intervention.The British journal of occupational therapy · 2026Article
- Ten simple rules for mentoring and being mentored while neurodiverse.PLoS computational biology · 2026Article
- Unraveling the Longitudinal Relationships Among Parenting Stress, Preschoolers' Problem Behavior, and Risk of Learning Disorder.Behavioral sciences (Basel, Switzerland) · 2025Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
objectiveChildren with attention-deficit/hyperactivity disorder (ADHD) exhibit difficulties with organizational skills such as task planning, managing materials, and organizing activities that have downstream consequences on academic functioning. At the same time, deficits in working memory have been linked with both the organizational skills difficulties and academic underachievement and underperformance observed in children with ADHD and have been hypothesized to account for the link between organizational and academic functioning. However, the extent to which working memory and organizational skills independently versus jointly contribute to ADHD-related academic difficulties remains unclear.
methodThe present study is the first to examine the unique and shared roles of working memory and organizational skills for explaining ADHD-related underachievement and underperformance in a clinically evaluated sample of 309 children with and without ADHD (
resultsBias-corrected, bootstrapped latent path analyses revealed that working memory and organizational skills together accounted for 100% of the academic achievement (
conclusionsThese findings are consistent with models suggesting that working memory has downstream consequences for functional impairments in ADHD, as well as evidence that organizational skills and working memory are each important predictors of ADHD-related academic functioning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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