Tsantilas Demi, Ilie Alzena, Waldon Jessica, McGonnell Melissa, Corkum Penny
School Psychology Program, Faculty of Education, Mount Saint Vincent University, Halifax, NS B3M 2J6, Canada.
Clinical Psychology Program, Department of Psychology and Neuroscience, Dalhousie University, Halifax, NS B3H 4R2, Canada.
Brain Sci. 2022 Aug 13;12(8):1075. doi: 10.3390/brainsci12081075.
The main objective of this study was to examine whether increased levels of inattentive (INA) and hyperactive/impulsive (H/I) behaviours were associated with lower scores on standardized tests of achievement in basic reading, spelling, and math skills, after accounting for certain known background risk factors and cognitive processes. Clinical assessment data from a rigorously diagnosed, stimulant-medication-naïve sample of 354 elementary school-aged children experiencing academic difficulties and behavioural symptoms of inattention and/or hyperactivity/impulsivity were analyzed. Although higher scores of INA were significantly associated with lower scores in reading, spelling, and math, these associations did not persist when cognitive variables were added to the models. H/I was associated with math achievement, along with cognitive and background variables. Overall, cognitive variables accounted for the majority of the variance across basic reading, spelling, and math skills. Additionally, the only background demographic variables associated with academic achievement were age and sex for spelling and math. This finding highlights the importance of looking beyond observable INA and H/I behaviours to determine the underlying factors influencing academic achievement. Accurate identification of deficits in specific academic skills and the underlying factors influencing achievement in these skills are essential components in determining appropriate recommendations and targeted interventions.
本研究的主要目的是在考虑某些已知的背景风险因素和认知过程后，检验注意力不集中（INA）和多动/冲动（H/I）行为水平的增加是否与基础阅读、拼写和数学技能标准化测试的较低分数相关。对来自354名患有学习困难以及注意力不集中和/或多动/冲动行为症状的小学适龄儿童的严格诊断、未服用过兴奋剂药物的样本的临床评估数据进行了分析。尽管INA得分较高与阅读、拼写和数学得分较低显著相关，但当将认知变量纳入模型时，这些关联并不持续。H/I与数学成绩以及认知和背景变量相关。总体而言，认知变量在基础阅读、拼写和数学技能的差异中占大部分。此外，与学业成绩相关的唯一背景人口统计学变量是拼写和数学方面的年龄和性别。这一发现凸显了超越可观察到的INA和H/I行为来确定影响学业成绩的潜在因素的重要性。准确识别特定学业技能的缺陷以及影响这些技能成绩的潜在因素是确定适当建议和有针对性干预措施的重要组成部分。
