Article

The aim of the present study was to investigate whether behaviours typical
of working memory problems are associated with poor academic attainment in those
with attention-deficit-hyperactivity disorder (ADHD), as well as a non-clinical
group identified on the basis of working memory difficulties. METHOD: Children
clinically diagnosed with ADHD-combined (n=31; mean age 9y 7mo, SD 12mo; 27
males) were matched with 44 low working memory children (mean age 9y 4mo, SD
15mo; 32 males) and 10 healthy controls (mean age 10y, SD 12mo; 5 males). Working
memory behaviour was measured using the Working Memory Rating Scale (WMRS) and
academic attainment was assessed with standardized tests of literacy and
numeracy. RESULTS: The majority of children considered by their teachers to have
problematic behaviours performed poorly in literacy and numeracy. When the whole
sample were split into two groups on the basis of their working memory behaviour
(on the WMRS), the 'At Risk' group performed significantly worse in academic
attainment. INTERPRETATION: As children with ADHD and a non-clinical group
exhibit classroom behaviour typical of working memory problems, early screening
to prevent subsequent learning difficulties is important. The use of the WMRS
allows educators to draw on their expertise in the classroom for early detection
of children with working memory failures.

Langue : ANGLAIS