ADHD and Achievement: Meta-Analysis of the Child, Adolescent, and Adult Literatures and a Concomitant Study with College Students

Autor/inn/en	Frazier, Thomas W.; Youngstrom, Eric A.; Glutting, Joseph J.; Watkins, Marley W.
Titel	ADHD and Achievement: Meta-Analysis of the Child, Adolescent, and Adult Literatures and a Concomitant Study with College Students
Quelle	In: Journal of Learning Disabilities, 40 (2007) 1, S.49-65 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
Schlagwörter	Parent Attitudes; Student Attitudes; College Students; Standardized Tests; Predictive Validity; Hyperactivity; Effect Size; Academic Achievement; Attention Deficit Disorders; Meta Analysis; Comparative Analysis; Age Differences; Gender Differences; Measurement Techniques; Identification; Adults; Children; Rating Scales; Adolescents + Suchen Sie Ihr Suchwort? Elternverhalten; Schülerverhalten; Collegestudent; Standadised tests; Standardisierter Test; Hyperaktivität; Schulleistung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Meta-analysis; Metaanalyse; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Messtechnik; Identifikation; Identifizierung; Child; Kind; Kinder; Rating-Skala; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD (sample weighted r = 0.32, sample weighted d = 0.71; p = 0.001). Effects were also examined according to the moderators of age, gender, achievement domain (reading, math, spelling), measurement method (standardized tests vs. grades, parent/teacher ratings, etc.), sample type (clinical vs. nonclinical), and system used to identify ADHD ("DSM-III-R" vs. "DSM-IV"). Significant differences emerged from the moderator comparisons. The second study, using averaged effect sizes from the first study as a baseline for comparison, investigated achievement levels for an understudied age group with ADHD, namely, college students. Unlike previous studies at the college level, the sample incorporated both student and parent ratings (N = 380 dyads). The results were comparable to outcomes from the meta-analysis for college students and adults. Analyses demonstrated modest (R = 0.21) but meaningful predictive validity across 1 year to end-of-first-year grades. However, unlike earlier studies with children and adolescents, student ratings were as predictive as parent ratings. Findings are discussed in terms of the impact of moderator variables on ADHD and achievement. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10