Differentiating Behavioral Ratings of Inattention, Impulsivity, and Hyperactivity in Children

Pham, Andy V.

doi:10.1177/1087054712473833

Cited by 45 publications

(45 citation statements)

References 17 publications

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“…Only IN was independently associated with concurrent and future academic difficulties, suggesting that the significant bivariate association between HI and academic impairment is explained by variance shared with IN rather than a unique association with HI per se. This pattern of results is highly consistent with earlier cross-sectional studies of various academic measures (see review by Willcutt et al, 2012) and underscores the unique importance of early IN symptoms as predictors of reading difficulties in early (Dittman, 2016) and middle (Pham, 2016) elementary school and critical targets for early identification and intervention. Furthermore, the significant cross-lagged paths from earlier overall impairment, and especially academic impairment, to IN may reflect the effects of early academic demands on IN behaviors (Brosco & Bona, 2017).…”

Section: Discussionsupporting

confidence: 86%

Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence

Leopold

Christopher

Olson

et al. 2018

J Abnorm Child Psychol

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A population-based longitudinal sample of 489 twin pairs was assessed at six time points over ten years to examine the measurement invariance and stability of attention-deficit/hyperactivity disorder (ADHD) symptoms, as well as the developmental relations between inattention (IN), hyperactivity-impulsivity (HI), and multiple aspects of functional impairment. Parent ratings of ADHD symptoms and functional impairment were obtained in preschool and after the completion of kindergarten, first, second, fourth, and ninth grades. Results of the temporal and sex invariance models indicated that parent ratings of the 18 ADHD symptoms function in the same manner for females and males from early childhood into adolescence. In addition to establishing this prerequisite condition for the interpretation of longitudinal and between-sex differences in the IN and HI symptom dimensions, cross-lagged models indicated that both IN and HI were associated with increased risk for both concurrent and future overall, social, and recreational impairment, whereas only IN was uniquely associated with later academic impairment. Taken together, the current results demonstrate that IN and HI are highly stable from preschool through ninth grade, invariant between females and males, and indicative of risk for impairment in multiple areas, thereby providing strong support for the validity of the symptom dimensions among both sexes.

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Section: Discussionsupporting

confidence: 86%

Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence

Leopold

Christopher

Olson

et al. 2018

J Abnorm Child Psychol

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“…Longitudinal research at early ages has provided robust support for these (Scarborough, 1998; Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004) and other language skills (e.g., vocabulary, print awareness, letter identification, and decoding) as important early predictors of reading (Anthony & Lonigan, 2004; Burgess & Lonigan, 1998; Leppänen, Aunola, Niemi, & Nurmi, 2008). Domain general predictors such as working memory (Savage, Lavers, & Pillay, 2007; Siegel & Ryan, 1989), processing speed (Shanahan et al, 2006; Willcutt et al, 2008), and attention (Grills-Taquechel, Fletcher, Vaughn, Denton, & Taylor, 2013; Pham, 2016) also contribute to early reading. Predictors relate differentially to reading outcomes: rapid naming and processing speed are more related to reading fluency (Georgiou, Kirby, Parrila, & Stephenson, 2008; Wolf, Bowers, & Biddle, 2000), whereas working memory is more strongly linked with comprehension (Cain, Oakhill, & Bryant, 2004; Carretti, Borella, Cornoldi, & De Beni, 2009).…”

Section: Reading Predictorsmentioning

confidence: 99%

Longitudinal predictors of the overlap between reading and math skills

Cirino

Child

Macdonald

2018

Contemporary Educational Psychology

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The predictors of developing reading skill are well known, and there is increasing coherence around predictors of developing math as well. These achievement skills share strong relations. Less knowledge is available regarding the extent to which predictors overlap and predict one another, particularly longitudinally, and across different types of reading and math. We followed kindergarten students (n = 193) for one year, evaluating a range of relevant predictor skills in kindergarten, and a range of relevant achievement outcomes (core, fluency, complex) of reading and math in grade 1. Few predictors differentially predicted math versus reading with some exception (phonological awareness and rapid naming for reading; counting knowledge for math). The pattern was more similar for core and fluency outcomes relative to complex ones. A small set of predictors accounted for much of the overlap among math and reading outcomes, regardless of type (core, fluency, or complex). Results have the potential to inform the development of early screening tools to consider both achievement domains simultaneously, and support the importance of following students identified as at-risk in one domain for their performance in both domains.

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“…The ability to read fluently in the early grades is also predictive of high-stakes achievement test scores in elementary and middle school, and continues to predict reading comprehension scores into adulthood ( Baker et al, 2014 ; Tighe & Schatschneider, 2014 ). There is some evidence that reading fluency is linked to attention, in that inattentive behavior is a predictor of poor reading fluency outcomes in typical developing school children ( Pham, 2013 ). A study using a community sample of elementary school children found that mid-term teacher-rated inattention predicted word reading fluency at the end of the same year, although it did not predict basic reading (word reading without timed component and decoding ability) ( Grills-Taquechel et al, 2013 ).…”

mentioning

confidence: 99%

Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender

Gray

Rogers

Martinussen

et al. 2015

PeerJ

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Introduction. Behavioral inattention, working memory (WM), and academic achievement share significant variance, but the direction of relationships across development is unknown. The aim of the present study was to determine whether WM mediates the pathway between inattentive behaviour and subsequent academic outcomes.Methods. 204 students from grades 1–4 (49.5% female) were recruited from elementary schools. Participants received assessments of WM and achievement at baseline and one year later. WM measures included a visual-spatial storage task and auditory-verbal storage and manipulation tasks. Teachers completed the SWAN behaviour rating scale both years. Mediation analysis with PROCESS (Hayes, 2013) was used to determine mediation pathways.Results. Teacher-rated inattention indirectly influenced math addition fluency, subtraction fluency and calculation scores through its effect on visual-spatial WM, only for boys. There was a direct relationship between inattention and math outcomes one year later for girls and boys. Children who displayed better attention had higher WM scores, and children with higher WM scores had stronger scores on math outcomes. Bias-corrected bootstrap confidence intervals for the indirect effects were entirely below zero for boys, for the three math outcomes. WM did not mediate the direct relationship between inattention and reading scores.Discussion. Findings identify inattention and WM as longitudinal predictors for math addition and subtraction fluency and math calculation outcomes one year later, with visual-spatial WM as a significant mediator for boys. Results highlight the close relationship between inattention and WM and their importance in the development of math skills.

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Differentiating Behavioral Ratings of Inattention, Impulsivity, and Hyperactivity in Children

Abstract: Many of the behaviors related to inattention strongly predicted reading fluency, reading comprehension, and overall reading ability. Boys who exhibited inattentive behaviors performed more poorly on reading comprehension measures than girls with inattentive behaviors.

Cited by 45 publications

References 17 publications

Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence

Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence

Longitudinal predictors of the overlap between reading and math skills

Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender

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