Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2016 Feb;20(2):108-18.
doi: 10.1177/1087054713504620. Epub 2013 Sep 26.

Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD

Tanya N Antonini  1 , Kathleen M Kingery  1 , Megan E Narad  1 , Joshua M Langberg  2 , Leanne Tamm  1 , Jeffery N Epstein  3
Affiliations

Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD

Tanya N Antonini et al. J Atten Disord. 2016 Feb.

Abstract

Objective: This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD.

Method: Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task.

Results: Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement.

Conclusion: Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD.

Keywords: ADHD; behavioral attention; curriculum-based measurement; math achievement; neurocognition; working memory.

PubMed Disclaimer

Figures

Figure 1
Figure 1
Theoretical model. This figure shows how behavior and neurocognitive abilities may mediate the relationship between ADHD diagnosis and math performance.
See this image and copyright information in PMC

References

    1. American Psychiatric Association . Diagnostic and statistical manual of mental disorders. 4th. Washington, DC: 2000. text rev. Author.
    1. Barkley RA, DuPaul GJ, McMurray MB. Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. Journal of Consulting and Clinical Psychology. 1990;58(6):775–789. - PubMed
    1. Barkley RA, Fischer M, Edelbrock CS, Smallish L. The adolescent outcome of hyperactive children diagnosed by research criteria: I. An 8-year prospective follow-up study. Journal of the American Academy of Child and Adolescent Psychiatry. 1990;29(4):546–557. - PubMed
    1. Barriga AQ, Doran JW, Newell SB, Morrison EM, Barbetti V, Robbins BD. Relationships between problem behaviors and academic achievement in adolescents. The unique role of attention problems. Journal of Emotional and Behavioral Disorders. 2002;10:233–240.
    1. Bauermeister JJ, Barkley RA, Bauermeister JA, Martinez JV, McBurnett K. Validity of the sluggish cognitive tempo, inattention, and hyperactivity symptom dimensions: Neuropsychological and psychological correlates. Journal of Abnormal Child Psychology. 2012;40:683–697. - PubMed

Publication types