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Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study
https://oist.repo.nii.ac.jp/records/2160
https://oist.repo.nii.ac.jp/records/2160200f50a9-cce6-43ad-8541-3e0a0d0b9b3b
名前 / ファイル | ライセンス | アクション |
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Revised manuscript final_clean copy (283.9 kB)
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SI (154.2 kB)
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Item type | 学術雑誌論文 / Journal Article(1) | |||||
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公開日 | 2021-06-01 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | ADHD | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | academic achievement | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | predictors | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | language | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | working memory | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | multi-sample | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | journal article | |||||
著者(英) |
Carrasco, Kelly D.
× Carrasco, Kelly D.× Chuang, Chi-Ching× Tripp, Gail |
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書誌情報 |
en : Journal of Attention Disorders p. 108705472110120, 発行日 2021-05-17 |
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抄録 | ||||||
内容記述タイプ | Other | |||||
内容記述 | Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses. |
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出版者 | ||||||
出版者 | SAGE Publications | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 1087-0547 | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 1557-1246 | |||||
PubMed番号 | ||||||
関連タイプ | isVersionOf | |||||
識別子タイプ | PMID | |||||
関連識別子 | info:pmid/33998322 | |||||
DOI | ||||||
関連タイプ | isVersionOf | |||||
識別子タイプ | DOI | |||||
関連識別子 | info:doi/10.1177/10870547211012039 | |||||
権利 | ||||||
権利情報 | © 2021 The Author(s). | |||||
関連サイト | ||||||
識別子タイプ | URI | |||||
関連識別子 | https://journals.sagepub.com/doi/full/10.1177/10870547211012039 | |||||
著者版フラグ | ||||||
出版タイプ | AM | |||||
出版タイプResource | http://purl.org/coar/version/c_ab4af688f83e57aa |