Freeman, Tulani M.

Freeman T. M., Shapiro E. S., DuPaul G. D., & Kern L.
Examnining the academic-behavior relationship in children at-risk for ADHD.

Abstract:
The purpose of the present study was to examine further the relationship between academic achievement and behavioral difficulties in a sample of preschool aged children. Participants were 135 children between the ages of 3 and 5 identified as meeting DSM-IV criteria for Hyperactive-Impulsive or Combined Type ADHD. Behavioral outcome measures and academic achievement measures were examined using correlation and stepwise multiple regression techniques. Results revealed negligible to low relationships between these variables for this population of children. Additionally, behavioral outcome measures explained a small percentage of the variance in the prediction of academic performance in reading. Results, directions for future research and implications for practice are discussed.

Participants will learn more about the relationship between behavior and academic performance in preschool age children and methods for examining these variables. Practitioners working with the preschool aged child will become more aware of the multiple variables that impact acquisition of early academic skills and classroom behavior. Implications of this study are that intervention efforts for preschool aged students with ADHD should focus on building academic skills and environmental supports rather than specific behaviors related to ADHD.