Department of Psychology, Virginia Commonwealth University and University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Richmond, VA 23284, USA.
J Abnorm Child Psychol. 2013 Oct;41(7):1145-59. doi: 10.1007/s10802-013-9750-z.
The purpose of the study was to evaluate the relation between ratings of Executive Function (EF) and academic functioning in a sample of 94 middle-school-aged youth with Attention-Deficit/Hyperactivity Disorder (ADHD; Mage = 11.9; 78 % male; 21 % minority). This study builds on prior work by evaluating associations between multiple specific aspects of EF (e.g., working memory, inhibition, and planning and organization) as rated by both parents and teachers on the Behavior Rating Inventory of Executive Function (BRIEF), with multiple academic outcomes, including school grades and homework problems. Further, this study examined the relationship between EF and academic outcomes above and beyond ADHD symptoms and controlled for a number of potentially important covariates, including intelligence and achievement scores. The EF Planning and Organization subscale as rated by both parents and teachers predicted school grades above and beyond symptoms of ADHD and relevant covariates. Parent ratings of youth's ability to transition effectively between tasks/situations (Shift subscale) also predicted school grades. Parent-rated symptoms of inattention, hyperactivity/impulsivity, and planning and organization abilities were significant in the final model predicting homework problems. In contrast, only symptoms of inattention and the Organization of Materials subscale from the BRIEF were significant in the teacher model predicting homework problems. Organization and planning abilities are highly important aspects academic functioning for middle-school-aged youth with ADHD. Implications of these findings for the measurement of EF, and organization and planning abilities in particular, are discussed along with potential implications for intervention.
这项研究的目的是评估执行功能（EF）评分与注意力缺陷多动障碍（ADHD）青少年样本（Mage=11.9；78%为男性；21%为少数民族）学术功能之间的关系。这项研究通过评估父母和教师在行为评定量表中的多项 EF 特定方面（如工作记忆、抑制、计划和组织）评分，与多项学术成果（包括学校成绩和家庭作业问题）之间的关联，对先前的工作进行了扩展。此外，该研究还考察了 EF 与学术成果之间的关系，这些关系超过了 ADHD 症状，并控制了许多潜在的重要协变量，包括智力和成绩分数。父母和教师对 EF 规划和组织子量表的评分，在 ADHD 症状和相关协变量之外，也能预测学校成绩。父母对孩子在任务/情境之间有效过渡能力的评价（转换子量表）也能预测学校成绩。在预测家庭作业问题的最终模型中，家长报告的注意力不集中、多动/冲动和规划与组织能力的症状是显著的。相比之下，只有 BRIEF 中的注意力不集中症状和组织材料子量表在预测家庭作业问题的教师模型中是显著的。组织和规划能力对 ADHD 青少年的学术功能非常重要。讨论了这些发现对 EF 测量，特别是对组织和规划能力测量的意义，以及对干预的潜在影响。
