Relations among Academic Enablers and Academic Achievement in Children with and without High Levels of Parent-Rated Symptoms of Inattention, Impulsivity, and Hyperactivity.

This study examined the relationships among academic enablers (i.e., engagement, interpersonal skills, motivation, study skills) and academic achievement in children with and without high levels of parent-rated symptoms of inattention, impulsivity, and hyperactivity (Symptoms of IIH Group). The study included 69 participants (29 [42%] in the IIH Group and 40 [58%] in the Comparison Group),with33boysand36girlsinthethirdthroughfifthgrades.Theresearchersfoundsignificant differences on the measure of academic enablers, including engagement, interpersonal skills, motivation, and study skills, in which participants in the Comparison Group received higher scores. In addition, several academic enablers mediated the relationship between symptoms of inattention, impulsivity, and hyperactivity and the academic outcomes of reading and teachers’ ratings of total academic skills. C � 2011 Wiley Periodicals, Inc. The current study examined the relationships among academic enablers and academic achievementforchildrenwithandwithouthighlevelsofparent-ratedsymptomsofinattention,hyperactivity, and impulsivity. High levels of these symptoms are associated with attention-deficit/hyperactivity disorder (ADHD). However, the current study is not focused on children with a formal diagnosis of ADHD;itconcentratesonchildrenwithhighlevelsofsymptomsassociatedwithADHD:inattention, hyperactivity, and impulsivity. Professionals in the schools are often confronted with the challenge of working with students who are inattentive or hyperactive; yet, these children do not meet the criteria for a mental health disorder. Children who have problems with inattention, hyperactivity, and impulsivity are at risk for lower academic achievement (DeShazo, Lyman, & Klinger, 2002; DuPaul et al., 2006; Rapport, Scanlan, & Denney, 1999; Zentall, Smith, Lee, & Wieczorek, 1994). It has been reported that up to 80% of children with ADHD symptoms (i.e., inattention, hyperactivity, and impulsivity) exhibit associated academic problems (Cantwell & Baker, 1991). Regardless of a diagnosis (e.g., ADHD) that may or may not be appropriate, it is important to understand how these behaviors (i.e., inattention, impulsivity, and hyperactivity) are linked to academic achievement. Furthermore, it is important to investigate whether any other behaviors (e.g., motivation) mediate or explain the relationships between academic achievement and inattention, impulsivity, and hyperactivity. Given the large number of children with symptoms of inattention, impulsivity, and hyperactivity who experience academic difficulties, it is important to continue conducting research to learn what variables are associated with academic achievement among these children.

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