Cognitive Profiles are Better Predictors of Literacy Attainment Than Diagnostic Outcomes in Children with High ADHD Symptoms / Sinead RHODES in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3257-3273 Titre : Cognitive Profiles are Better Predictors of Literacy Attainment Than Diagnostic Outcomes in Children with High ADHD Symptoms Type de document : texte imprimé Auteurs : Sinead RHODES, Auteur ; Josephine N. BOOTH, Auteur ; Emily MCDOUGAL, Auteur ; Jessica OLDRIDGE, Auteur ; Karim RIVERA-LARES, Auteur ; Alexia REVUELTAS ROUX, Auteur ; Tracy M. STEWART, Auteur Article en page(s) : p.3257-3273 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We examined whether cognitive profiles or diagnostic outcomes are better predictors of literacy performance for children being considered for an ADHD diagnosis. Fifty-five drug naïve children (Mage = 103.13 months, SD = 18.65; 29.09% girls) were recruited from an ADHD clinical referral waiting list. Children underwent assessment of IQ, Executive Functions (EF) and literacy attainment. Hierarchical cluster analysis was used to generate subgroups of children using EF scores. Data were then grouped based on presence of a clinical ADHD diagnosis and the results compared. Grouping participants by profiles of cognitive test scores led to groups which also differed on literacy scores. However, categorising by whether children had received an ADHD diagnosis or not did not differentiate either cognitive tests scores or literacy scores. Cognitive performance, rather than children s diagnostic outcomes, is more informative for identifying groups who differ in their literacy attainment which has important implications for remedial support. En ligne : https://doi.org/10.1007/s10803-024-06392-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Cognitive Profiles are Better Predictors of Literacy Attainment Than Diagnostic Outcomes in Children with High ADHD Symptoms [texte imprimé] / Sinead RHODES, Auteur ; Josephine N. BOOTH, Auteur ; Emily MCDOUGAL, Auteur ; Jessica OLDRIDGE, Auteur ; Karim RIVERA-LARES, Auteur ; Alexia REVUELTAS ROUX, Auteur ; Tracy M. STEWART, Auteur . - p.3257-3273. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3257-3273 Index. décimale : PER Périodiques Résumé : We examined whether cognitive profiles or diagnostic outcomes are better predictors of literacy performance for children being considered for an ADHD diagnosis. Fifty-five drug naïve children (Mage = 103.13 months, SD = 18.65; 29.09% girls) were recruited from an ADHD clinical referral waiting list. Children underwent assessment of IQ, Executive Functions (EF) and literacy attainment. Hierarchical cluster analysis was used to generate subgroups of children using EF scores. Data were then grouped based on presence of a clinical ADHD diagnosis and the results compared. Grouping participants by profiles of cognitive test scores led to groups which also differed on literacy scores. However, categorising by whether children had received an ADHD diagnosis or not did not differentiate either cognitive tests scores or literacy scores. Cognitive performance, rather than children s diagnostic outcomes, is more informative for identifying groups who differ in their literacy attainment which has important implications for remedial support. En ligne : https://doi.org/10.1007/s10803-024-06392-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers / Emily MCDOUGAL in Journal of Autism and Developmental Disorders, 53-9 (September 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3406-3421 Titre : Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers Type de document : texte imprimé Auteurs : Emily MCDOUGAL, Auteur ; Claire TAI, Auteur ; Tracy M. STEWART, Auteur ; Josephine N. BOOTH, Auteur ; Sinéad M. RHODES, Auteur Article en page(s) : p.3406-3421 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child?s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. En ligne : https://doi.org/10.1007/s10803-022-05639-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers [texte imprimé] / Emily MCDOUGAL, Auteur ; Claire TAI, Auteur ; Tracy M. STEWART, Auteur ; Josephine N. BOOTH, Auteur ; Sinéad M. RHODES, Auteur . - p.3406-3421. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3406-3421 Index. décimale : PER Périodiques Résumé : Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child?s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. En ligne : https://doi.org/10.1007/s10803-022-05639-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

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